Becoming an assessment-literate teacher in teacher education
Bibliographic Data
| ID | 12084342 |
|---|---|
| Authors | Johanna Kainulainen (0000-0003-1181-5187, corresponding author), Mirja Tarnanen (0000-0002-4585-4822) |
| Year | 2025 |
| Volume | 171 |
| Pages | 105341-105341 |
| Publication date | 2025-12-09 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2025.105341 |
| OpenAlex | W4417142221 |
| Language | EN |
| References cited | 45 |
This study was part of a research-based learning unit supporting professional development in teacher education. Adopting a pedagogical design, it aimed to promote assessment literacy (AL) at multiple levels through a participatory assessment process and by combining theory and practice in schoolwork. In this study, AL was defined as awareness of assessment values and principles at both individual and collective levels, and understanding of the purpose, aims, strategies and practices of assessment. The data consists of longitudinal reflection assignments from 18 Finnish master's-level student teachers. Guided by the TALIP framework, the student teachers examined their own AL and factors supporting its development during the learning unit. The data were analysed using theory-informed and data-driven content analysis. The findings outline conditions for growth as an assessment-literate teacher. The study highlights integrating AL into teacher education, considering individual competencies, and recommends induction and collaborative professional development to strengthen AL across careers. • Student teachers reflected on AL growth using the TALIP framework. • The holistic learning unit developed student teachers' assessment literacy. • Assessment literacy develops when meaningful learning characteristics are realised. • Teacher education must continuously and authentically develop assessment literacy. • Study urges integrating AL and supporting it through induction and collaboration
Higher education · Qualitative research · Student teacher · Teacher education · Teaching method · Literacy, Media, and Education · Reflective Practices in Education · Student Assessment and Feedback
The quality of teacher–student interactions
How Does Professional Development Improve Teaching?
Teachers’ professional development
Teacher education around the world
Teacher assessment literacy
An integrative development-in-sociocultural-context model for children’s engagement in learning.
Theme development in qualitative content analysis and thematic analysis
The assessment of school engagement
Conceptualizing Teacher Professional Learning
School, family, and community partnerships in teachers’ professional work
In Enhancing Preservice Teachers’ Assessment Literacy
Teacher assessment literacy
Classroom climate and children’s academic and psychological wellbeing
Does student engagement in self-assessment calibrate their judgement over time
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Capturing complexity
Changing approaches to classroom assessment
Meaningful learning over the course of teacher education
Reflection as a visible outcome for preservice teachers
A person-centered analysis of teacher candidates’ approaches to assessment
Primary and secondary teachers’ conceptions of assessment
Teacher assessment literacy in practice
Teacher assessment literacy
The development of student feedback literacy
Conceptualization, Measurement, and Improvement of Classroom Processes
Development during adolescence
Teacher professional development in Teaching and Teacher Education over ten years
The Current State of Assessment Education
| Highly cited | No |
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