Low assessment literacy in an assessment-obsessed field: What teacher candidates learn about assessment during teacher education

Abstract

Over the past two decades, US teachers have witnessed the growth of high-stakes assessments. However, this trend in K-12 schools has not necessarily contributed to increased time spent preparing prospective teachers to assess student learning. In this study, we aimed to better understand teacher candidates’ (TCs) conceptions of assessment. Our findings indicate that TCs have a disjointed conception of assessment at the end of teacher education that could contribute to a lack of agency in designing, implementing, and challenging assessment practices in the K-12 classroom. We draw on our findings to offer implications for teacher educators to better prepare assessment literate teachers.