Positioning Preservice Teacher Formative Assessment in the Literature

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Author(s): Christopher Dann (Edith Cowan University, Australia)and Shirley O'Neill (The University of Southern Queensland, Australia)
Copyright: 2018
Pages: 46
Source title: Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities
Source Author(s)/Editor(s): Tony Richardson (University of the Sunshine Coast, Australia), Beverly Dann (University of the Sunshine Coast, Australia), Christopher Dann (Edith Cowan University, Australia)and Shirley O'Neill (University of Southern Queensland, Australia)
DOI: 10.4018/978-1-5225-2630-8.ch001

Keywords: Education / Information Science Reference / Learning Assessment and Measurement / Teacher Education

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Abstract

This text explores Formative Assessment Practices (FAP) for Preservice Teacher Practicum Feedback and focuses on emerging opportunities from a study conducted in Australia over four years. This study comprised Participatory Action Learning Action Research (PALAR) that involved six cycles (Dann & Allen, 2015). The emerging opportunities discussed here are drawn from the data of this PALAR study and the current literature about formative assessment of preservice teachers during practicum experiences. Professional practicum experiences are a central component of initial teacher education programs where today's providers are endeavoring to increase their quality (Beauchamp, Clarke, Hulme, & Murray, 2013; Cohen, Hoz, & Kaplan, 2013; Ingvarson et al., 2014).

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Positioning Preservice Teacher Formative Assessment in the Literature

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