Evaluation in practice: The relation between practicum and trainees' evaluative knowledge and skills
DOI:
https://doi.org/10.7346/-fei-XX-03-22_30Keywords:
Practicum, Evaluation, Assessment, Pre-service training, Assessment literacy, Comparative analysis, TeachersAbstract
The practicum is the training activity that characterizes the qualifying degree courses as it supports, with the laboratories, the ‘practical knowledge’ construction that is necessary for future professionalism to grow. Specifically, practicum should encourage the reflection on the activities, in terms of planning, implementation and evaluation of teaching interventions. The work reports a study conducted at the Universities of Bergamo and Reggio Calabria on the practicum of the Primary Education Sciences degree course. The study aimed to explore how the practicum achieved by students affects the basic concepts of assessment knowledge; it involved a sample of 130 students and attended the evaluation courses. The investigation allows to confirm that students with more hours of practicum carried out tend to: a. develop assessment knowledge more related to real circumstances, less abstract and generic; b. be more adept at grasping aspects of formative assessment, not just summative. The proposal therefore offers evidence confirming the importance of the practicum in initial teacher training, also with regard to assessment skills.
References
Agrati, L. S. (2008). Alla conquista del sapere pratico: Il laboratorio nella formazione degli insegnanti. Roma: Carocci.
Agrati, L. S., & Vinci, V. (2022). Evaluative Knowledge and Skills of Student Teachers Within the Adapted Degree Courses. Frontiers in Education, 7, 817963. https://doi.org/10.3389/feduc.2022.817963
Allen, J. M., & Wright, S. E. (2014). Integrating theory and practice in the pre-service teacher education practicum. Teachers and Teaching: theory and practice, 20(2), 136–151. https://doi.org/10.1080/13540602.2013.848568
Andrade, H., & Heritage, M. (2018). Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation. London: Routledge.
Arnold, K-H., Gröschner, A., & Hascher, T. (2014). Pedagogical field experiences in teacher education: Introduction to the research area. In K.-H. Arnold, A. Gröschner, & T. Hascher (Eds.), Pedagogical field experiences in teacher education / Schulpraktika in der Lehrerbildung (pp. 9–25). New York-Munster: Waxmann. Retrieved September 30, 2022, from http://dx.doi.org/10.7892/boris.52526
Barnes, N., Fives, H., Dacey, C. M. (2015). Teachers’ beliefs about assessment. In H. Fives, & M. G. Gill (Ed.) International Handbook of Research on Teachers’ Beliefs (pp. 249–266). New York & London: Routledge.
Beck, C., & Kosnik, C. (2002). Components of a good practicum placement: Student teacher perspectives. Teacher Education Quarterly, 29(2), 81–98.
Berliner, D.C. (2002). Comment: Educational research: The hardest science of all. Educational Researcher, 31(8), 18–20. Retrieved September 30, 2022, from https://www.jstor.org/stable/3594389
Bertagna, G. (2016). Dall’esperienza alla ragione, e viceversa. L’alternanza formativa come metodologia dell’insegnamento. Ricerche di psicologia, 3/2016, 319–360. Retrieved September 30, 2022, from https://doi.org/10.3280/RIP2016-003004
Brevik, L. M., Blikstad-Balas, M., & Engelien, K.L. (2017). Integrating assessment for learning in the teacher education programme at the University of Oslo. Assessment in Education: Principles, Policy & Practice, 24(2), 164–184. https://doi.org/10.1080/0969594X.2016.1239611
Cohen, E. Hoz, R., Kaplan, H. (2013). The practicum in preservice teacher education: a review of empirical studies. Teaching Education, 24(4), 345–380. http://dx.doi.org/10.1080/10476210.2012.711815
De Luca, C., Schneider, C., Pozas, M., & Coombs, A. (2018). Exploring the Structure and Foundations of Assessment Literacy: A Cross-cultural Comparison of German and Canadian Student Teachers. ECER 2018. Retrieved September 30, 2022, from https://eera-ecer.de/ecer-programmes/conference/23/contribution/43815/
DeLuca, C. & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher candidates’ learning. Assessment in Education: Principles, Policy & Practice, 17(4), 419–438. https://doi.org/10.1080/0969594X.2010.516643
DeLuca, C., Chavez, T., & Cao, C. (2012). Establishing a foundation for valid teacher judgement on student learning: the role of pre-service assessment education. Assessment in Education: Principles, Policy & Practice, 20(1), 107–126. https://doi.org/10.1080/0969594X.2012.668870
Earl, L. (2003). Assessment as learning. Thousand Oaks, CA: Corwin.
Feiman-Nemser, S. (2001). From Preparation to Practice Designing a Continuum to Strengthen and Sustain Teaching. Teachers College Record, 103, 1013–1055. https://doi.org/10.1111/0161-4681.00141
Flores, M. A. (2010). School cultures and organizations and teacher induction. In Wang, J., Odell, S.J., & Clift, R.T. (2010). Past, present, and future research on teacher induction: An anthology for researchers, policy makers, and practitioners (Ch. 5). Rowman & Littlefield.
Galluzzo, G. R. (2005). Performance assessment and renewing teacher education. Clearing House, 78(4), 142–145. Retrieved September 30, 2022, from https://www.jstor.org/stable/30185898
Giraldo, F., & Murcia, D. (2019). Language assessment literacy and the professional development of pre-service language teachers. Colombian Applied Linguistics Journal, 21(2), 243–259. https://doi.org/10.14483/22487085.14514
Graham, P. (2005). Classroom‐based assessment: Changing knowledge and practice through preservice teacher education. Teaching and Teacher Education, 21, 607–621. https://doi.org/10.1016/j.tate.2005.05.001
Green, S.K., & Mantz, M. (2002). Classroom assessment practices: Examining impact on student learning. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1–5, 2002). Retrieved September 30, 2022, from https://eric.ed.gov/?id=ED464920
Hascher, T. (2012). Lernfeld Praktikum: Evidenzbasierte Entwicklungen in der Lehrer/innenbildung. Zeitschrift für Bildungsforschung, 2(2), 109–129. https://doi.org/10.1007/s35834-012-0032-6
Izci, K. & Caliskan, G. (2017). Development of prospective teachers’ conceptions of assessment and choices of assessment tasks. International Journal of Research in Education and Science, 3(2), 464–474. https://doi.org/10.21890/ijres.327906
Lawson, T., Çakmak, M., Gündüz, M., & Busher, M. (2015). Research on teaching practicum – a systematic review. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2014.994060
McGee, J. & Colby, S. (2014). Impact of an assessment course on teacher candidates’ assessment literacy. Action in Teacher Education, 36(5–6), 522–532. https://doi.org/10.1080/01626620.2014.977753
Mertler, C.A. (2003). Preservice versus inservice teachers’ assessment literacy: Does classroom experience make a difference?. Paper presented at the Annual Meeting of the Mid‐Western Educational Research Association, (Columbus, OH, October 15-18, 2003). Retrieved September 30, 2022, from https://eric.ed.gov/?id=ED482277
Münster, W. Schneider, C., & Bodensohn, R. (2017). Student teachers’ appraisal of the importance of assessment in teacher education and self-reports on the development of assessment competence. Assessment in Education: Principles, Policy & Practice, 24(2), 127–146. https://doi.org/10.1080/0969594X.2017.1293002
O’Leary, M. (2008). Towards an agenda for professional development in assessment. Journal of In-Service Education, 34(1), 109–114. https://doi.org/10.1080/13674580701828252
Ogan-Bekiroglu, F. & Suzuk, E. (2014). Pre-service teachers’ assessment literacy and its implementation into practice. The Curriculum Journal, 25(3), 344–371. https://doi.org/10.1080/09585176.2014.899916
Perla, L. (2010). La didattica dell’implicito: Ciò che l’insegnante non sa. Brescia: La Scuola.
Perla, L. (2015). Per un modello Self-Study del Tirocinio di Scienze della Formazione Primaria a ciclo unico: prodromi di una didattica dell’accompagnamento. Formazione Lavoro Persona, 5(15), 33–44. Retrieved September 30, 2022, from https://forperlav.unibg.it/index.php/fpl/article/view/219
Perla, L. (2019). Valutare per valorizzare: La documentazione per il miglioramento di scuola, insegnanti, studenti. Brescia: La Scuola.
Perla, L., Schiavone, N., & Vinci, V., (2012). La memoria del tirocinio. Una ricerca sulla scrittura documentale degli studenti universitari. Italian Journal of Educational Research, 8, 145–162. https://ojs.pensamultimedia.it/index.php/sird/article/view/230
Perla, L., & Vinci, V. (2012). Tirocinio formativo e apprendistato di alta formazione come mediatori del sapere pratico. Risultati di un’indagine. CQIA - Centro per la qualità dell’insegnamento e dell’apprendimento, 2(5), 26–41. Retrieved September 30, 2022, from https://forperlav.unibg.it/index.php/fpl/article/view/70
Perla, L., & Vinci, V. (2021). Videovalutare l’agire competente dello studente. Excellence and Innovation in Learning and Teaching, 6(1), 119–135. https://doi.org/10.3280/exioa1-2021oa12075
Popham, W. J. (2004). All about accountability: Why assessment illiteracy is professional suicide. Educational Leadership, 62(1), 82–83.
Sheppard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14. https://doi.org/10.3102/0013189X029007004
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Stiggins, R. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758–765. https://doi.org/10.1177/003172170208301010
Vinci, V. (2021a). La documentazione per la valutazione. Nuova Secondaria Ricerca, 9, 445–457.
Vinci, V. (2021b). Peer review, feedback e nuovi modelli di valutazione partecipata nell’higher education: una sperimentazione presso l’Università Mediterranea di Reggio Calabria. EDUCATION SCIENCES & SOCIETY, 12(2), 250–264. https://doi.org/10.3280/ess2-2021oa12477
Volante, J., & Fazio, X. (2007). Exploring teacher candidates’ assessment literacy: implications for teacher education reform and professional development. Canadian Journal of Education, 30(3), 749–770. Retrieved September 30, 2022, from https://eric.ed.gov/?id=EJ780818
Xu, Y., & Brown, G. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162. https://doi.org/10.1016/j.tate.2016.05.010
Xu, Y., & He, L. (2019). How Pre-service Teachers’ Conceptions of Assessment Change Over Practicum: Implications for Teacher Assessment Literacy. Frontiers in Education, 4, 145. https://doi.org/10.3389/feduc.2019.00145
Zeichner, K.M. (2010). Rethinking the connections between campus courses and field experiences in college and university-based teacher education. Journal of Teacher Education, 61(1/2), 89–99. https://doi.org/10.1177/0022487109347671
Zhang, Z., & Burry‐Stock, J. (1997). Assessment Practices Inventory: A multivariate analysis of teachers’ perceived assessment competence. Paper presented at the Annual Meeting of the National Council on Measurement in Education (Chicago, IL, March 25–27, 1997). Retrieved September 30, 2022, from https://eric.ed.gov/?id=ED408333
Zin Oo, C., Alonzo D., & Asih, R. (2022). Acquisition of teacher assessment literacy by pre-service teachers: A review of practices and program designs. Issues in Educational Research, 32(1), 352–373. Retrieved September 30, 2022, from http://www.iier.org.au/iier32/oo.pdf
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Laura Sara Agrati, Viviana Vinci
This work is licensed under a Creative Commons Attribution 4.0 International License.
Formazione & insegnamento is distributed under Attribution 4.0 International (CC BY 4.0).
For further details, please refer to our Repository & Archiving Policy, as well as our Copyright & Licensing Terms.
