ERIC Number: EJ1038996
Record Type: Journal
Publication Date: 2014-Apr
Abstractor: As Provided
Reference Count: 47
Developing Preservice Teachers' Expertise in Equitable Assessment for English Learners
Siegel, Marcelle A.
Journal of Science Teacher Education, v25 n3 p289-308 Apr 2014
This study illustrated a pathway of growth that a preservice teacher might traverse when learning to use and develop equitable assessments (EA). The study is rare in that it looks at the development of preservice teachers' understanding and ability to design EA. I examined the understanding and implementation of EA of 23 secondary preservice teachers within two classes. The methods classes focused on the academic content area of science. Participants' journals, teaching philosophies, and inquiry-based science units served as data sources. Participants progressed from a simple view of EA as "fairness" to a more sophisticated view of EA, including: ways to increase fairness, the importance of challenging students, and using assessments for learning. Results also showed changes in preservice teachers' views of learners and the purpose of assessment. While understanding developed robustly, teachers' assessment plans in their units were not as strong. Teacher education programs need to place more emphasis on developing critical understanding of EA practices to meet the needs of diverse learners.
Descriptors: Preservice Teachers, Expertise, English Language Learners, Student Evaluation, Secondary School Curriculum, Methods Courses, Student Journals, Teaching Styles, Inquiry, Units of Study, Educational Practices, Teacher Education Programs, Knowledge Base for Teaching, Program Implementation, Teaching Skills, Capacity Building, Evaluation Methods
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Authoring Institution: N/A