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Self-efficacy remains relatively low throughout the program; most candidates favor summative purposes, with fewer endorsing formative approaches, and they prefer observational techniques and personal communication.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/exploring-teacher-candidates-assessment-literacy-implications-for-teacher-education-reform-and-professional-development/596459/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/exploring-teacher-candidates-assessment-literacy-implications-for-teacher-education-reform-and-professional-development/596459.png","ImageObject",300,407,{"name":42,"@type":43},"Alexandar","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What did the study investigate about teacher candidates’ assessment literacy?","Question",{"text":63,"@type":64},"It examined candidates’ self-described assessment literacy, the purposes they assign to assessment, their use of different assessment methods, and their perceived need for further training, including suggestions to improve assessment literacy in university and practice settings.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did teacher candidates rate their assessment self-efficacy across the four program years?",{"text":68,"@type":64},"Self-efficacy stayed relatively low for teacher candidates across all four years of the program.",{"name":70,"@type":61,"acceptedAnswer":71},"Which assessment purposes and techniques did most candidates prefer?",{"text":72,"@type":64},"Most candidates indicated summative purposes for assessment, while only a minority expressed formative purposes. They favored observational techniques and personal communication.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596459,1792210481,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","EXPLORING TEACHER CANDIDATES’ASSESSMENT LITERACY: IMPLICATIONS FOR TEACHER EDUCATION REFORM AND PROFESSIONAL DEVELOPMENT  \nLouis Volante & Xavier Fazio Brock University  \nThis 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.  \nKey words: classroom assessment; preservice education  \nCette étude porte sur la capacité d’évaluation chez les étudiants en pédagogie durant les quatre années de leur programme de formation à l’enseignement au primaire et au premier cycle du secondaire. Des étudiants de chaque année du programme ont rempli un questionnaire portant sur les sujets suivants : auto‐estimation de leur aptitude à l’évaluation, buts principaux des évaluations, utilisation de diversesméthodes d’évaluation, besoin d’une formation plus poussée et suggestion deméthodes pouvant aider à perfectionner l’aptitude à l’évaluation à l’université et lors de stages pédagogiques. Les répondants dans chacune des années du programme estimaient que leur capacité d’évaluation était relativement faible. La plupart ont parlé d’évaluations sommatives et seulement une minorité, d’évaluations formatives. Les répondants favorisaient les techniques d’observation et les communications personnelles.  \nMots clés : évaluation des élèves, formation à l’enseignement  \n_________________________  \nCANADIAN JOURNAL OF EDUCATION 30, 3 (2007): 749‐770  \nAssessment literacy has been defined as an understanding of the principles of sound assessment (Popham, 2004; Stiggins, 2002) . Teachers with a solid background in this area are well positioned to integrate assessment with instruction so that they utilize appropriate forms of teaching (McMillan, 2000) . Research continues to characterize teachers’assessment and evaluation practices as largely incongruent with recommended best practice (Galluzzo, 2005; Mertler, 2003; Zhang & Burry‐Stock, 1997). This finding extends to preservice teacher candidates who also tend to utilize unsound assessment and evaluation practices (Bachor & Baer, 2001; Campbell & Evans, 2000; Graham, 2005) . These findings are somewhat surprising given the growing trend towards assessment‐based accountability models within North America (Cheng & Couture, 2000; Linn, 2001; Mertler & Campbell, 2005; Ryan, 2002) . For example, every province and state within Canada and America, with the exception of Prince Edward Island, administers some form of large‐scale assessment to evaluate student learning and achievement. Thus, proficiency with appropriate assessment and evaluation practices would appear to be a requisite skill for improving the quality of the teaching and learning, particularly within these highly accountable educational contexts.  \nIn most North American jurisdictions, there continues to be relatively little emphasis on assessment in the professional development of teachers (Stiggins, 2002) . For example, out of 10 Canadian provinces and 50 U.S. states, only Hawaii and Nebraska currently invest a significant sum of money that is specifically targeted to improve assessment and evaluation practices within schools. A recent external evaluation of Hawaii’s state‐wide professional development initiative, known as the School Assessment Liaison Program (SAL), suggested that teachers working within the neediest school districts benefited the most from classroom assessme","cbCaiqo5KVxY8qaM","https://ap.wps.com/l/cbCaiqo5KVxY8qaM","pdf",283690,22,"English","# Assessment literacy definition and context\n## Candidate assessment practices and survey findings\n## Professional development initiatives and evidence\n# Emerging models of assessment and evaluation\n## Formative assessment and instructional strategies","[{\"question\":\"What did the study investigate about teacher candidates’ assessment literacy?\",\"answer\":\"It examined candidates’ self-described assessment literacy, the purposes they assign to assessment, their use of different assessment methods, and their perceived need for further training, including suggestions to improve assessment literacy in university and practice settings.\"},{\"question\":\"How did teacher candidates rate their assessment self-efficacy across the four program years?\",\"answer\":\"Self-efficacy stayed relatively low for teacher candidates across all four years of the program.\"},{\"question\":\"Which assessment purposes and techniques did most candidates prefer?\",\"answer\":\"Most candidates indicated summative purposes for assessment, while only a minority expressed formative purposes. They favored observational techniques and personal communication.\"}]","EXPLORING TEACHER CANDIDATES’ ASSESSMENT LITERACY - IMPLICATIONS FOR TEACHER EDUCATION REFORM AND PROFESSIONAL DEVELOPMENT | PDF",1792083119,55]