“My assessment didn’t seem real”: The Influence of Field Experiences on Preservice Teachers’ Agency and Assessment Literacy

Yıl 2015, Cilt: 6 Sayı: 2, 91 - 111, 24.11.2015

J. Spencer Clark

https://doi.org/10.17499/jsser.91829

Cited By: 5

Öz

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.

Anahtar Kelimeler

Assessment Literacy, Preservice Teachers, Agency, Discourse, Field Experiences

Kaynakça

• contextual and reflexive in relation to the students. Therefore, practice in field experiences
• should not be seen as generalizable to other contexts, because they are “articulating and
• negotiating classroom and cultural knowledges” with the specific learners of their classroom, “in
• the initiation, development and practice of assessment to achieve the learning goals of students”
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