NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1105367
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: As Provided
ISSN: EISSN-1309-9108
"My Assessment Didn't Seem Real": The Influence of Field Experiences on Preservice Teachers' Agency and Assessment Literacy
Clark, J. Spencer
Journal of Social Studies Education Research, v6 n2 p91-111 2015
To date, there is little or no research that specifically examines assessment literacy in social studies education, or the relationship between preservice teachers assessment literacy and their thinking about their own agency. This article focuses on three preservice social studies teachers who demonstrated a high degree of assessment literacy in their lesson plans, by developing assessments that supported their purpose for teaching social studies and their instructional decisions. The preservice teachers' thinking about their assessment decisions in their field experience classrooms was examined through artifacts, interviews, and reflections. The preservice teachers' thinking demonstrated that their assessment literacy was distinct based upon their views of the teaching profession. The findings from this case study highlight the ways that the authoritative discourses of assessment can influence the agency of preservice teachers. The discussion of findings highlights several implications for social studies teacher education.
Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A