Assessment for Equity: Learning How to Use Evidence to Scaffold Learning and Improve Teaching

Autor/inn/en	Hill, Mary F.; Ell, Fiona; Grudnoff, Lexie; Haigh, Mavis; Cochran-Smith, Marilyn; Chang, Wen-Chia; Ludlow, Larry
Titel	Assessment for Equity: Learning How to Use Evidence to Scaffold Learning and Improve Teaching
Quelle	In: Assessment in Education: Principles, Policy & Practice, 24 (2017) 2, S.185-204 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hill, Mary F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2016.1253541
Schlagwörter	Preservice Teachers; Masters Programs; Outcomes of Education; Surveys; Focus Groups; Student Attitudes; Equal Education; Interviews; Educational Experience; Theory Practice Relationship; Foreign Countries; Instructional Improvement; Scaffolding (Teaching Technique); Teacher Education; Student Evaluation; Questionnaires; Likert Scales; Academic Achievement; Statistical Analysis; New Zealand + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Lernleistung; Schulerfolg; Survey; Umfrage; Befragung; Schülerverhalten; Interviewing; Interviewtechnik; Bildungserfahrung; Theorie-Praxis-Beziehung; Ausland; Unterrichtsqualität; Lehrerausbildung; Lehrerbildung; Schulnote; Studentische Bewertung; Fragebogen; Likert-Skala; Schulleistung; Statistische Analyse; Neuseeland
Abstract	This article examines evidence regarding the assessment learning of preservice teachers (PTs) in a new Master of Teaching designed to prepare teachers to address the less than equitable outcomes of certain groups of students in New Zealand. The assessment curriculum was integrated across all of the courses and the in-school experiences as one of six interconnected facets of practice for equity. Evidence about the assessment learning of 27 preservice teachers was collected using a survey, interpretive analysis of three assignments and a focus group interview. The findings demonstrated that preservice teachers combined theory and practice encountered in many contexts to build the assessment understanding and competence needed to address equity issues. We argue that this was facilitated by incorporating the assessment curriculum within each course, intertwining university and school experiences, and the specific focus on addressing equity throughout the programme. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01