Tracing Assessment for Learning Capability in Teachers (TACT): A Danish Perspective

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Author(s): Kathrin Otrel-Cass (Aalborg University, Denmark), Jette Nørgaard Agerbo (Aalborg University, Denmark), Anette Skipper-Jørgensen (University College Nordjylland, Denmark)and Steffen Elmose (University College Nordjylland, Denmark)
Copyright: 2018
Pages: 13
Source title: Fostering Reflective Teaching Practice in Pre-Service Education
Source Author(s)/Editor(s): Zineb Djoub (Abdelhamid Ibn Badis University of Mostaganem, Algeria)
DOI: 10.4018/978-1-5225-2963-7.ch003

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

The focus on assessment literate teachers who know how to construct, administer assessments and communicate learning outcomes on student learning raises questions on how student teachers can develop the necessary skills to assess their students' learning. This is so important since there is evidence that beginning teachers continue to feel under prepared to assess student learning. This chapter presents findings of a study conducted in Denmark with the aim of investigating how student teacher candidates develop the capacities to become ‘assessment literate' over the course of their teacher education program. This chapter presents preliminary survey and focus group interviews data after tracing 21 pre-service teachers over two years. Our findings reflected a picture of Danish student teachers who value in particular formative assessment practices, while summative assessment is acknowledged as necessary but unwanted and perhaps even unproductive process.

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