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ERIC Number: EJ1141283
Record Type: Journal
Publication Date: 2017-May
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1741-4350
Assessment, Teacher Education and the Emergence of Professional Expertise
Ellis, Sue; Smith, Vivienne
Literacy, v51 n2 p84-93 May 2017
This paper describes a new assessment tool that situates school literacy as a specific cognitive, cultural, social and emotional. It reports evidence of the extent to which this tool seems to have helped student teachers to broker and balance different kinds of data and knowledge flows. The study shows that the tool was helpful in encouraging student teachers to deepen their understanding of individual knowledge domains and to orchestrate across them to determine pathways to impact, learning priorities and actions. Its theoretical contribution is to suggest that there are benefits in recasting assessment and the professional knowledge that underpins it as a problem of how to align evidence from different theoretical and practice knowledge communities. Its contribution to the policy debate is to suggest that this could create a climate for more productive conversations between researchers, policy makers and practitioner communities.
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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