Preparing Teachers to Formatively Assess: Connecting the Initial Capabilities of Preservice Teachers With Visions of Teaching Practice

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Author(s): Timothy A. Boerst (University of Michigan, USA), Meghan Shaughnessy (University of Michigan, USA), Rosalie DeFino (University of Michigan, USA), Merrie Blunk (University of Michigan, USA), Susanna Owens Farmer (University of Michigan, USA), Erin Pfaff (University of Michigan, USA)and D'Anna Pynes (University of Michigan, USA)
Copyright: 2020
Pages: 28
Source title: Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms
Source Author(s)/Editor(s): Christie Martin (University of South Carolina, USA), Drew Polly (University of North Carolina, Charlotte, USA)and Richard Lambert (University of North Carolina, Charlotte, USA)
DOI: 10.4018/978-1-7998-0323-2.ch005

Keywords: Education / Information Science Reference / K-12 Education / Learning Assessment and Measurement

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Abstract

To engage in formative assessment, preservice teachers (PSTs) need to develop skill with the practice of interpretation. The initial preparation of teachers would benefit from having a sense of the interpretation skills brought by PSTs to teacher preparation. We articulate the nature of interpreting as a teaching practice including: articulating inferences, sampling evidence, developing and applying guiding criteria, and monitoring and redressing bias and distortion. We use a teaching simulation to identify the assets of PSTs' initial interpretive skills and areas in which PSTs might need to reconsider and change. An investigation with a group of PSTs from one teacher education program suggests that many PSTs bring skills with making evidence-based interpretations about a student's process for solving a mathematics problem. However, their skills are much more limited for making interpretations about a student's understanding and have potential for bias and distortion. Implications for teacher education are discussed.

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Preparing Teachers to Formatively Assess: Connecting the Initial Capabilities of Preservice Teachers With Visions of Teaching Practice

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