Development of Pre-service Teachers’ Assessment Literacy in Assessment Education
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DOI: 10.38007/Proceedings.0000984
Corresponding Author
Bing Yan
Abstract
This qualitative study explored how current assessment education courses offered by American academy-based teacher education programs prepare pre-service teachers from China for using real-time classroom assessment. Following an instrumental case study approach, the study collected data from two individual Chinese international students via interview. Analysis of the data suggested that the current assessment-related courses offered by American teacher education program were perceived by Chinese pre-service teachers as useful and helpful in improving their assessment-related knowledge and skills. Principal contributors to the effectiveness of these courses include their great emphasis on learner-centered teaching belief and the content-oriented development appropriate assessment strategies. However, more cultural responsive and process-based teaching methodologies should be integrated in assessment courses in order to better fit international students’ assessment learning needs.
Keywords
Assessment Literacy; Pre-Service Primary Teacher; Training Course