Exemplifying formative assessment practices in the field through case study: concepts, issues and challenges

Dann, Christopher and Dann, Beverly (2018) Exemplifying formative assessment practices in the field through case study: concepts, issues and challenges. 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. 76-112. ISBN 9781522526308


Practicum experiences are central to preservice teacher programs worldwide and ideally represent the component that unites university learning with practical learning in the field. This chapter examines the feedback processes between one preservice teacher and the supervising teacher during a four-week practicum. The supervising teacher used an iPad® and App to collect video and associated data to support the provision of feedback on the preservice teacher’s performance and practice. A case study approach was used and included pre- and post- interviews as well as analysis of data collected through the CeMeE App by the supervising teacher. The results indicated both the supervising teacher and preservice teacher were able to constructively use the video feedback process to support their reflective dialogue. Key issues for action and future research included the value of the innovative process of collecting evidence, delivering feedback to preservice teachers, and the alignment of evidence against the professional standards for teachers.

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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/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 04 Jan 2018 04:41
Last Modified: 19 Sep 2018 03:18
Uncontrolled Keywords: AITSL, Bloom’s taxonomy, data collection, criteria, feedback, feed-forward, feedback process, iPad video, noticing, professional standards for teachers, practicum, pre-service teacher, QCT, reflective dialogue, summative assessment, video feedback
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Identification Number or DOI: 10.4018/978-1-5225-2630-8.ch003
URI: http://eprints.usq.edu.au/id/eprint/32900

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