Abstract
Classroom assessment literacy is a vital part of pre-service teachers' preparation as it allows them to monitor student progress and document their effect on student learning. We conducted two studies that measured participants' knowledge of standards-based classroom assessment strategies during their teacher preparation. Results revealed that pre-service teachers lack assessment literacy, despite completing undergraduate, introductory courses in classroom assessment. Secondary education majors and those who have been admitted to a program show a greater knowledge of assessment practices. Suggestions for improving pre-service teachers' preparation are discussed.
Recommended Citation
Beziat, Tara L. R. and Coleman, Bridget K.
(2015)
"Evaluating Teacher Preparation in Assessment Lite,"
Teacher Education Journal of South Carolina: Vol. 8:
No.
1, Article 6.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol8/iss1/6