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Positioning Preservice Teacher Formative Assessment in the Literature

Positioning Preservice Teacher Formative Assessment in the Literature

Christopher Dann, Shirley O'Neill
Copyright: © 2018 |Pages: 46
ISBN13: 9781522526308|ISBN10: 1522526307|EISBN13: 9781522526315
DOI: 10.4018/978-1-5225-2630-8.ch001
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MLA

Tony Richardson, et al. "Positioning Preservice Teacher Formative Assessment in the Literature." Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities, IGI Global, 2018, pp.1-46. https://doi.org/10.4018/978-1-5225-2630-8.ch001

APA

T. Richardson, B. Dann, C. Dann, & S. O'Neill (2018). Positioning Preservice Teacher Formative Assessment in the Literature. IGI Global. https://doi.org/10.4018/978-1-5225-2630-8.ch001

Chicago

Tony Richardson, et al. "Positioning Preservice Teacher Formative Assessment in the Literature." In Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2630-8.ch001

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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).

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