Positioning preservice teacher formative assessment in the literature

Document Type

Book Chapter

Publication Title

Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities

Publisher

IGI Global

Place of Publication

Hershey, PA

School

School of Education

Comments

Dann, C. E., & O'Neill, S. (2018). Positioning preservice teacher formative assessment in the literature. In Richardson, T., O'Neill, S., Dann, B., Dann, C. (Eds.). Formative Assessment Practices for Pre-service Teacher Practicum Feedback: Emerging Research and Opportunities (pp. 1-46). IGI Global. https://www.igi-global.com/gateway/chapter/183065

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).

DOI

10.4018/978-1-5225-2630-8.ch001

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