Following extensive discourse and observation (2015-2016) of pre-service teacher candidates’ engagement in academic practicum experiences in math, science, and social studies methods courses, two undergraduate methods professors noted that many of the teacher candidates struggled in the area of assessing student learning in K-6 practicum experiences. We noted that pre-service teacher candidates struggled to differentiate between formative and summative assessment practices, struggled with knowing when and how to assess students during instruction, and lastly how to identify if student learning had occurred. This action research study reports the impact that modeling, teaching experience, and demonstrations of assessment measures had on pre-service teacher candidates’ understanding of formatively and summatively assessing student learning.
McGlamery, Sheryl L. and Shillingstad, Saundra
"Learning to Assess Student Understanding through Formative Assessment Measures,"
Journal of Curriculum, Teaching, Learning and Leadership in Education: Vol. 2
, Article 3.
Available at: http://digitalcommons.unomaha.edu/ctlle/vol2/iss1/3