Document Type
Article
Subject Area(s)
Teacher Preparation
Abstract
Preservice teachers often come into teacher education programs with a positivist view of assessment, which may have developed during their own schooling experiences. For this reason, purposefully constructed course work and field experiences must be offered to enable them reframe their conceptions of literacy assessment and to complicate the assessment practices that have become most familiar to them. This paper examines a course in which, the aim is to intentionally counter the positivist testing culture and invest in helping preservice teachers understand assessment as a multi-faceted, dynamic process of inquiry.
Publication Info
Preprint version 2012.
Rights
© The authors, 2012
Included in
Elementary Education Commons, Elementary Education and Teaching Commons, Language and Literacy Education Commons