Positioning preservice teacher formative assessment in the literature
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).
Document Type
Book Chapter
Date of Publication
2018
Location of the Work
Hershey, PA
School
School of Education
Copyright
subscription content
Publisher
IGI Global
Recommended Citation
Dann, C. E., & O'Neill, S. (2018). Positioning preservice teacher formative assessment in the literature. DOI: https://doi.org/10.4018/978-1-5225-2630-8.ch001
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