Louis Volante

EXPLORING TEACHER CANDIDATES’ ASSESSMENT LITERACY: IMPLICATIONS FOR TEACHER EDUCATION REFORM AND PROFESSIONAL DEVELOPMENT

This study examined the assessment literacy of primary/junior teacher candidates in all four years of their concurrent program. Candidates from each year of the program completed a survey pertaining to self ‐ described level of assessment literacy, main purposes of assessment, utilization of different assessment methods, need for further training, and suggested methods for promoting assessment literacy in university and practice teaching settings. Levels of self ‐ efficacy remained relatively low for teacher candidates across each of the four years of this program. Most candidates suggested summative purposes for assessment and only a minority expressed formative purposes. They favoured observational techniques and personal communication. Key words: classroom assessment; preservice education Cette etude porte sur la capacite d’evaluation chez les etudiants en pedagogie durant les quatre annees de leur programme de formation a l’enseignement au primaire et au premier cycle du secondaire. Des etudiants de chaque annee du programme ont rempli un questionnaire portant sur les sujets suivants : auto ‐ estimation de leur aptitude a l’evaluation, buts principaux des evaluations, utilisation de diverses methodes d’evaluation, besoin d’une formation plus poussee et suggestion de methodes pouvant aider a perfectionner l’aptitude a l’evaluation a l’universite et lors de stages pedagogiques. Les repondants dans chacune des annees du programme estimaient que leur capacite d’evaluation etait relativement faible. La plupart ont parle d’evaluations sommatives et seulement une minorite, d’evaluations formatives. Les repondants favorisaient les techniques d’observation et les communications personnelles. Mots cles : evaluation des eleves, formation a l’enseignement

Educational assessment in Canada

This article describes the Canadian education system and provincial/territorial, national, and international large‐scale assessment (LSA) programmes that currently operate within this large multicultural country. We highlight the policy implications of LSA programmes within Canada’s 10 provinces and three northern territories, and how the country balances international pressures with the demand for independence in the educational practices of its distinct provinces and territories. The discussion outlines how the systematic use of performance information is institutionalised through two kinds of accountability, ethical‐professional and economic‐bureaucratic accountability.

International Trends in the Implementation of Assessment for Learning: Implications for Policy and Practice.

This paper discusses the emergence of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Authors from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the USA explain the genesis of AfL, its evolution and impact on school systems, and discuss current trends in policy directions for AfL within their respective countries. The authors also discuss the implications of these various shifts and the ongoing tensions that exist between AfL and summative forms of assessment within national policy initiatives.

Teacher Candidates’ Perceptions of Conceptual Orientations in Their Preservice Program

Using interviews, focus groups, and observations, we examined teacher candidates’ understanding of the conceptual orientations that defined their preservice program and practicum experience. Using Feiman-Nemser’s (1990) framework, we analyzed our data to determine the dominant perspectives of teacher candidates. Results indicated congruence between the orientations (i.e., critical/social and personal) of their preservice program and teacher candidates’ conceptions of their professional development. The results also suggested that conceptual orientations may not all be equally used in practice. Teacher candidates reported that the critical/social orientation was often not supported by their associate teachers and was particularly difficult to implement in math and science subject areas. Data also suggested that the implementation of the personal orientation depended on a prolonged experience within schools, which teacher candidates reported they were lacking. Keywords: preservice teacher education, conceptual orientation, field-based teacher education, constructivist teaching, practicum A l’aide d’entrevues, de discussions en groupe et d’observations, les auteurs ont cherche a cerner la comprehension qu’ont les futurs enseignants des orientations conceptuelles qui definissent leur programme de formation et leurs stages. Analysant les donnees recueillies a l’aide du cadre de Feiman-Nemser (1990), ils ont mis en lumiere les principaux points du vue des candidats a l’enseignement. Les resultats indiquent une congruence entre les orientations (critique/sociale et personnelle) du programme de formation a l’enseignement et les idees que se font les candidats a l’enseignement au sujet de leur perfectionnement professionnel. Les resultats donnent egalement a penser que les orientations conceptuelles ne sont peut-etre pas toutes utilisees de maniere egale dans la pratique. Les candidats a l’enseignement ont signale que l’orientation critique/sociale ne recoit pas souvent l’appui des enseignants associes et etait particulierement difficile a mettre en œuvre en mathematiques et en sciences. Les donnees recueillies semblent egalement indiquer que le recours a l’orientation personnelle suppose une experience prolongee dans les ecoles, ce qui fait defaut, comme l’ont fait remarquer les candidats a l’enseignement. Mots cles : formation a l’enseignement, orientation conceptuelle, formation a l’enseignement sur le terrain, enseignement constructiviste, stage

Assessment of, for, and as Learning within Schools: Implications for Transforming Classroom Practice.

Abstract Teachers (n = 20) and administrators (n = 18) from two school districts in southern Ontario, Canada, were interviewed with a semistructured format. Employed in both elementary and secondary schools, participants were asked about their understanding and use of assessment of (summative), for (formative), and as (student metacognitive skills) learning. Analysis of the interviews followed a constant comparison method and revealed a variety of emerging themes. Results suggest an overemphasis on assessment of learning techniques (i.e., tests, quizzes, projects). Only a minority of educators were using assessment for and as learning on a consistent basis within classrooms and schools. Teachers and school administrators noted a variety of barriers in trying to enact assessment methods that naturally align with assessment as learning (i.e., student self-assessment) within classrooms and schools. The discussion focuses on the implications for transforming classroom practice; it also outlines critical factors necessary to facilitate a balanced assessment approach.

Relationship Matters: Negotiating and Maintaining Partnerships in a Unique Teacher Education Program.

Abstract Teacher education has evolved into a cooperative responsibility shared by universities and schools. Given the recent emphasis on educational reform, the impetus has been to dismantle conventional and insular approaches to teacher preparation and so establish school-university partnerships. This article explores the relationship development, maintenance, and relational intricacies of a Canadian school-university partnership—specifically, how the Faculty of Education at Brock University has built a conceptual bridge between the university, the partner districts, and the individual schools. The article also examines the concepts of leadership in teacher education, learning groups, ethics of care within community, and the nature of individual contributions to the learning group. Collectively, the partnership and the resulting preparation program within this collaborative venture provide an alternative model with important considerations for other universities and school systems that are interested in fostering effective partnerships.

Responding to the Challenges Posed by Summative Teacher Candidate Evaluation: A collaborative self-study of practicum supervision by faculty

In our pre-service department, university practicum supervisors are faculty members who offer academic, social, and personal support to teacher candidates during their year-long program. Their role is described as one designed primarily to provide formative assessment and feedback to improve classroom practice and reflection on practice. This collaborative self-study describes how two new faculty members responded to the challenges posed by the teacher candidate evaluation process. Methods used included formal tape-recorded discussions during meetings of the self-study group of newly hired faculty, email correspondence, field notes, feedback from public forums about our work, and teacher candidate insights concerning the practicum evaluation process conducted by faculty. New strategies were developed to address the tensions associated with using summative evaluations in a formative framework and to improve practice during faculty practicum supervision.

The European Union, education governance and international education surveys

The European Union – comprising 28 member states with individual sovereignty in the formation and implementation of education policy – has developed research and communication strategies to facilitate the exchange of best practices, gathering and dissemination of education statistics and, perhaps most importantly, advice and support for national policy reform. Additionally, shared programs have been implemented across the union, which have led to the formation of one of the largest transnational policy networks in the world. This paper examines the influence of international education surveys administered by the Organisation for Economic Cooperation and Development, outlining the key characteristics of the surveys and the most salient findings. We discuss the contribution of emerging European Union governance for the quality of education while also looking at the challenges ahead. These challenges include developing assessments to include value added, revising assessments to include broader skills and providing assessment feedback to teachers within an EU context in which national and Organisation for Economic Cooperation and Development assessments become complementary, rather than overlapping, survey measures.

Educational Reform, Standards, and School Leadership

Education reform is not a new phenomenon. Every society, from the early classical period to the current modern era, has debated the importance of different types of contents and experiences that lead to an educated and well-adjusted child. It is impossible to do justice to this wide range of human history within this book. This introductory chapter merely attempts to capture some of the most salient changes that have influenced educational reform since the introduction of compulsory schooling, particularly as they relate to the genesis of educational standards and its corresponding influence on school leadership.

Thoughts on School Leadership Policy, Practice, and Future Inquiry

It has been fascinating to consider standards, accountability, assessment, and leadership in education through the lenses of a broad and diverse selection of countries. It is not our intention to summarize each standards-based reform model that was previously discussed. Rather the ensuing discussion merely highlights some of the notable trends and provides the reader with a sense of the many faces of standards-based reform, accountability, and student assessment, and draws out some implications for learning for school leaders. This chapter concludes with suggestions for future inquiry.