Preservice teacher performance assessment and novice teacher assessment literacy

Abstract

ABSTRACT To address increasing national interest in teacher candidate performance assessments, this multiple case study examined three novice teachers’ assessment literacy practices from their completion of a teacher candidate performance assessment through their first year of teaching. Drawing on the literature on assessment literacy and novice teacher learning, we analyzed multiple data sources including a performance assessment completed at the end of teacher preparation, and interviews and observations over the first year of teaching. Findings suggest that novice teachers’ practice of assessment can be traced back to the performance assessment, particularly in the areas of designing assessments, analyzing assessment data, providing feedback to students, and using assessment information to inform instructional decisions. In some instances, change in assessment practice across time was attributable to specific teacher preparation components, professional support, and personal factors. This study contributes to the limited body of research that explores the relationship of performance assessments completed at the end of teacher preparation and classroom practice during the first year of teaching.