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ERIC Number: EJ1135630
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0969-594X
EISSN: N/A
Assessment for Equity: Learning How to Use Evidence to Scaffold Learning and Improve Teaching
Hill, Mary F.; Ell, Fiona; Grudnoff, Lexie; Haigh, Mavis; Cochran-Smith, Marilyn; Chang, Wen-Chia; Ludlow, Larry
Assessment in Education: Principles, Policy & Practice, v24 n2 p185-204 2017
This article examines evidence regarding the assessment learning of preservice teachers (PTs) in a new Master of Teaching designed to prepare teachers to address the less than equitable outcomes of certain groups of students in New Zealand. The assessment curriculum was integrated across all of the courses and the in-school experiences as one of six interconnected facets of practice for equity. Evidence about the assessment learning of 27 preservice teachers was collected using a survey, interpretive analysis of three assignments and a focus group interview. The findings demonstrated that preservice teachers combined theory and practice encountered in many contexts to build the assessment understanding and competence needed to address equity issues. We argue that this was facilitated by incorporating the assessment curriculum within each course, intertwining university and school experiences, and the specific focus on addressing equity throughout the programme.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A