Positioning preservice teacher formative assessment in the literature

Dann, Christopher and O'Neill, Shirley (2018) Positioning preservice teacher formative assessment in the literature. In: Formative assessment practices for pre-service teacher practicum feedback: emerging research and opportunities. Advances in Higher Education and Professional Development (AHEPD). IGI Publishing (IGI Global), Hershey, PA, United States, pp. 1-46. ISBN 9781522526308

Abstract

This text explores Formative Assessment Practices (FAP) for Preservice Teacher Practicum Feedback and focuses on emerging opportunities from a study conducted in Australia over four years. This study comprised Participatory Action Learning Action Research (PALAR) that involved six cycles (Dann & Allen, 2015). The emerging opportunities discussed here are drawn from the data of this PALAR study and the current literature about formative assessment of preservice teachers during practicum experiences. Professional practicum experiences are a central component of initial teacher education programs where today’s providers are endeavoring to increase their quality (Beauchamp, Clarke, Hulme, & Murray, 2013; Cohen, Hoz, & Kaplan, 2013; Ingvarson et al., 2014).


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright © 2018 by IGI Global.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 04 Jan 2018 03:19
Last Modified: 19 Sep 2018 03:17
Uncontrolled Keywords: action research, Bronfenbrenner’s Bioecological Systems Model, cognitive apprenticeship, critical, formative assessment, Flanders, iOS-operating system, metalanguage, mobile video devices, practicum, program, Rubric, school-based, soft skills, standards, talk moves, training
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Identification Number or DOI: 10.4018/978-1-5225-2630-8.ch001
URI: http://eprints.usq.edu.au/id/eprint/32898

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