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Preparing Teachers to Use the Enabling Power of Assessment

  • Lisa F. Smith
  • Mary F. Hill
  • Bronwen Cowie
  • Alison Gilmore
Chapter
Part of the The Enabling Power of Assessment book series (EPAS, volume 1)

Abstract

In this chapter we use an empirical investigation of the changes in assessment beliefs of preservice teachers to inform a discussion of what it might take to build a professional workforce to implement assessment to promote student learning. The findings demonstrated that significant changes in preservice teachers’ beliefs (as well as their knowledge and skills) are necessary if they are to become ‘assessment capable’ and ready to use assessment in the service of learning as teachers. We argue that mobilizing the power of assessment to enable learning, even in supportive policy contexts, is dependent upon teachers’ beliefs. Knowing about preservice teachers’ beliefs and how they change in relation to their teacher preparation programs is a first step in this process.

Keywords

Teacher Educator Preservice Teacher Teacher Education Program Assessment Capability Zealand Curriculum 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  • Lisa F. Smith
    • 1
  • Mary F. Hill
    • 2
  • Bronwen Cowie
    • 3
  • Alison Gilmore
    • 1
  1. 1.University of OtagoDunedinNew Zealand
  2. 2.University of AucklandAucklandNew Zealand
  3. 3.University of WaikatoHamiltonNew Zealand

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