Exploring the Roles of Coursework and Field Experience in Teacher Candidates’ Assessment Literacy: A Focus on Approaches to Assessment

Abstract

Recognising that assessment literacy is a complex construct comprised of knowledge, skills, and dispositions, we sought to better understand how teacher candidates develop assessment literacy by focusing on the dispositional construct of approaches to assessment. We analysed 34 teacher candidates’ approaches to classroom assessment at three points in their preservice programme: (1) prior to a one-credit assessment course; (2) after their assessment course; and (3) after 10 weeks of full-time student teaching. By way of comparison to the student teachers’ assessment approaches, the assessment approaches of 23 co-operating teachers were also analysed. Results indicated that teacher candidates’ approaches to assessment did not vary at different points in their development. Co-operating teachers’ and teacher candidates’ assessment approaches were closely aligned in terms of the dominant approaches each group reported. This study contributes understandings about the possible limitations and potential roles of teacher preparation programmes in the development of teacher candidates’ approaches to assessment.