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ERIC Number: EJ865673
Record Type: Journal
Publication Date: 2009-Aug
Pages: 3
Abstractor: ERIC
Reference Count: 3
ISSN: ISSN-0260-7476
Formative Assessment Practices in Reading Instruction in Pre-Service Teachers' Elementary School Classrooms
Luttenegger, Kathleen Carroll
Journal of Education for Teaching: International Research and Pedagogy, v35 n3 p299-301 Aug 2009
In this article, the author describes a project wherein she conducted a qualitative case study of four elementary student teachers from a large, research university in the Rocky Mountain Region, USA. The student teachers were in a traditional teacher education programme in which they took a series of courses followed by 16 weeks of student teaching. Using a conceptual framework of appropriation similar to that of Grossman, Smagorinsky, and Valencia (1999), the author looked at the depth of the student teachers' understanding of formative assessment practices in reading instruction through the use of a continuum ranging from lack of appropriation to achieving mastery. She observed each student teacher for an average of eight and a half hours; conducted approximately six interviews with each student teacher; and collected an average of 199 pages of artefacts for each student teacher. The pre-service teachers all demonstrated appropriation of the surface features of formative assessment in their coursework. They left their coursework in reading without a solid understanding of assessment. During student teaching, they each remained at the surface level. None of the student teachers showed an increase in the depth of their understanding and appropriation of the features of formative assessment. Formative assessment is difficult to understand and implement, even for very experienced teachers. One challenge facing teacher educators is finding a way to develop pre-service teachers' formative assessment practices in coursework and in student teaching, especially when classroom placements may not support these practices. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A