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Assessment tasks from 2022 compulsory theoretical papers are mapped and paper leaders interviewed, with practicums excluded due to redevelopment. Results emphasise authenticity, equity of access, linked task sequences, scaffolding, and the temporal evolution of design decisions and feedback.",{"@graph":14,"@context":72},[15,34,55],{"@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 & 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was the focus of the study reported in the article?","Question",{"text":62,"@type":63},"The study maps assessment tasks in compulsory theoretical papers for a three-year Bachelor of Teaching (Primary) programme and investigates principles and priorities used in designing those assessments.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which assessment papers were excluded from the mapping, and why?",{"text":67,"@type":63},"Practicum and placement papers were not included because they were being redeveloped at the time to meet new external requirements.",{"name":69,"@type":60,"acceptedAnswer":70},"What assessment design principles are highlighted by the findings?",{"text":71,"@type":63},"Findings align with principles of authenticity and equity of access, using tasks that function as learning experiences and support the demonstration of understanding with 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Carss  \nBronwen Cowie  \nSheralyn Cook  \nUniversity of Waikato, New Zealand  \nAbstract: Initial teacher education programme and paper assessments need to encompass university degree requirements and attest to  \nstudent mastery of teacher professional competencies. This article  \nreports one aspect ofan investigation of the nature and principles employed in the design of assessments for a three-year Bachelor of Teaching (Primary) programme. The assessment tasks included in the 2022 academic papers were mapped and paper leaders interviewed;  \npracticum and placement papers were not included because these  \nwere being redeveloped at the time. Findings are consistent with assessment design principles associated with authenticity and equity of access to the demonstration of understanding through tasks that  \ndouble as a learning experience. Paper leaders responsible for  \ncurriculum learning areas deliberately designed linked dependent sequences oftasks to scaffold student engagement with teaching as inquiry. Our analysis highlighted the temporal dimension of assessment design; recognition that tasks in and across papers and the programme have a history that reflects shifts in external  \nrequirements, leader and team composition, research, and student task performance and feedback. Findings indicate that there is value in alerting initial teacher education programme and paper leaders to the complexity and interaction offactors that may underpin  \nassessment design decisions.  \nIntroduction  \nAssessment is a key influence on teaching and learning in every educational setting. It provides visible evidence of what is valued within curriculum. More than a snapshot, the whole of students’ curriculum and assessment experiences impact on what they come to see as valued. In a university setting, initial teacher education programme leaders need to consider the requirements of governing agencies, university degree requirements, and formal sector expectations of teachers as professionals. Addressing the requirements of these different stakeholders whilst maintaining a focus on providing students with rich and accessible opportunities to demonstrate what they know and can do poses a substantial design challenge for lecturers. Despite this, while student experience of assessment in higher education has been explored, lecturer views have received limited attention (Evans, 2013; Villarroel et al., 2018) . In this article wereport on part of a study which mapped the assessment tasks in the 17 compulsory theoretical papers that were part of a three-year primary Bachelor of Teaching progamme in New Zealand. For each assessment the task foci, representational modes,  \nsocial organisation, linkages, and authenticity were identified. Professional experience placement papers were not included in the mapping since they were in a development phase to meet new external requirements. Paper convenors (leaders) were invited to participate in interviews to probe their priorities for assessment task design and the inclass scaffolding they provided. Findings are consistent with assessment design principles associated with authenticity and equity of access to the demonstration of understanding through tasks that double as a learning experience and provide opportunities for the use of feedback. Leaders of curriculum subject learning area papers often designed sequences of linked tasks that they intended to scaffold student engagement with teaching as inquiry. Our analysis highlighted the temporal aspects of assessment design-tasks individually and collectively, both within a paper and across the programme, had a history that reflected shifts in external professional requirements, research, and student task performance and feedback. Findings raise the need for programme leaders to have an overview of assessment task design, including the rationale f","cbCaidr8pEJoehj0","https://ap.wps.com/l/cbCaidr8pEJoehj0","pdf",293861,15,"English","# Introduction\n# Mapping the Curriculum and Assessment Agenda\n## Graduate attributes and professional standards\n## Constraints on lecturer time and resources","[{\"question\":\"What was the focus of the study reported in the article?\",\"answer\":\"The study maps assessment tasks in compulsory theoretical papers for a three-year Bachelor of Teaching (Primary) programme and investigates principles and priorities used in designing those assessments.\"},{\"question\":\"Which assessment papers were excluded from the mapping, and why?\",\"answer\":\"Practicum and placement papers were not included because they were being redeveloped at the time to meet new external requirements.\"},{\"question\":\"What assessment design principles are highlighted by the findings?\",\"answer\":\"Findings align with principles of authenticity and equity of access, using tasks that function as learning experiences and support the demonstration of understanding with feedback.\"}]","Mapping Assessment Tasks and Lecturer Considerations - A Case Study of a NZ Primary Teacher Education Programme | PDF",1792078682,38]