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

Kathrin Otrel-Cass, Jette Nørgaard Agerbo, Anette Skipper-Jørgensen, Elmose Steffen

Research output: Contribution to book/anthology/report/conference proceedingBook chapterResearchpeer-review

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.
Original languageEnglish
Title of host publicationFostering Reflective Teaching Practice in Pre-Service Education
EditorsZineb Djoub
Number of pages13
Place of PublicationUSA
PublisherIGI global
Publication date2018
Edition1
Pages46-58
Chapter3
ISBN (Print)9781522529637
ISBN (Electronic)9781522529644
DOIs
Publication statusPublished - 2018

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