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Learning to assess = cultivating ass...

DeLuca, Christopher.

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Learning to assess = cultivating assessment capacity in teacher education /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning to assess/ by Christopher DeLuca ... [et al.].
Reminder of title:	cultivating assessment capacity in teacher education /
other author:	DeLuca, Christopher.
Published:	Singapore :Springer Nature Singapore : : 2023.,
Description:	xix, 166 p. :ill. (some col.), digital ;24 cm.
[NT 15003449]:	1 Learning to assess -- 2 Teacher education landscape -- 3 Conceptualizing assessment capacity -- 4 Epistemological capacity -- 5 Embodied capacity -- 6 Experiential capacity -- 7 Ethical capacity -- 8 Cultivating assessment capacity -- 9 A future view.
Contained By:	Springer Nature eBook
Subject:	Teachers - Training of. -
Online resource:	https://doi.org/10.1007/978-981-99-6199-3
ISBN:	9789819961993

Learning to assess = cultivating assessment capacity in teacher education /
Learning to assesscultivating assessment capacity in teacher education /[electronic resource] :by Christopher DeLuca ... [et al.]. - Singapore :Springer Nature Singapore :2023. - xix, 166 p. :ill. (some col.), digital ;24 cm. - Teacher education, learning innovation and accountability,2524-5570. - Teacher education, learning innovation and accountability..

1 Learning to assess -- 2 Teacher education landscape -- 3 Conceptualizing assessment capacity -- 4 Epistemological capacity -- 5 Embodied capacity -- 6 Experiential capacity -- 7 Ethical capacity -- 8 Cultivating assessment capacity -- 9 A future view.

This book presents a new framework for how teachers develop their assessment capacity, based on a multi-year study conducted in four countries-Australia, Canada, England, and New Zealand-which focused on student-teacher learning in assessment throughout their initial teacher education programs. It examines how teacher learning is shaped by the complex dynamics of assessment capacity within larger teacher education contexts. The framework proposed here identifies four domains involved in cultivating assessment capacity and characterizes assessment learning as always integrating cognitive, philosophical, and moral dimensions with assessment's social, emotional, and physical dimensions, while recognizing that each capacity is continually shaped by the learning context. The book draws on the survey of teacher education programs in each of the four focal countries and data from student teachers to shed light on how the various pedagogies, program structures, and policies encountered provide beginning teachers with codes for classifying and framing assessment capacity and form a template for developing this capacity throughout their careers. Offering suggestions for future research and teacher education practice, the book concludes with an outlook on future steps to cultivate teachers' assessment capacity.

ISBN: 9789819961993

Standard No.: 10.1007/978-981-99-6199-3doiSubjects--Topical Terms:

521129
Teachers
--Training of.

LC Class. No.: LB1707

Dewey Class. No.: 370.711

Learning to assess = cultivating assessment capacity in teacher education /
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505 0 $a 1 Learning to assess -- 2 Teacher education landscape -- 3 Conceptualizing assessment capacity -- 4 Epistemological capacity -- 5 Embodied capacity -- 6 Experiential capacity -- 7 Ethical capacity -- 8 Cultivating assessment capacity -- 9 A future view.
520 $a This book presents a new framework for how teachers develop their assessment capacity, based on a multi-year study conducted in four countries-Australia, Canada, England, and New Zealand-which focused on student-teacher learning in assessment throughout their initial teacher education programs. It examines how teacher learning is shaped by the complex dynamics of assessment capacity within larger teacher education contexts. The framework proposed here identifies four domains involved in cultivating assessment capacity and characterizes assessment learning as always integrating cognitive, philosophical, and moral dimensions with assessment's social, emotional, and physical dimensions, while recognizing that each capacity is continually shaped by the learning context. The book draws on the survey of teacher education programs in each of the four focal countries and data from student teachers to shed light on how the various pedagogies, program structures, and policies encountered provide beginning teachers with codes for classifying and framing assessment capacity and form a template for developing this capacity throughout their careers. Offering suggestions for future research and teacher education practice, the book concludes with an outlook on future steps to cultivate teachers' assessment capacity.
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