Teacher Preparation and Practice: Reconsideration of Assessment for
Learning introduces the reader to a collection of thoughtful
research-based works by authors that represent current thinking
about assessment. What we know is that assessments are designed and
implemented in educational settings (both university-based teacher
preparation and school-based teacher practice in school classrooms)
that serve to inform and guide teaching and learning. We also know
that there is a dichotomy between assessment of learning
(summative) and assessment for learning (formative) that is
recognized on a global level in teacher preparation. Importantly,
the reported research examines assessment and the application of
professional judgment guided by assessment for learning in contrast
to the more normalizing assessment of learning that currently
pervades the nature of assessment in teacher preparation and
practice. There is a need in the "work of teaching" for assessments
that focus on cultural competence and relational sensitivity,
communication skills, and the combination of rigor and imagination
fundamental to the teaching and learning practices in classrooms.
Each chapter focuses on assessment and the preparation and practice
of teachers who will enter classrooms to instruct the next
generation of students. Chapter One opens the book with a focus on
assessment and its relationship to teaching and learning in the
classroom, providing the reader with an introduction to the book
and an understanding of the role assessment plays in teacher
preparation and practice. The authors of Chapters Two-Nine present
field-based research that examines assessment in teacher
preparation and practice. Each chapter offers the reader an
examination of assessment in teacher preparation and practice based
on formal research that provides the reader with insight into how
the research study was conducted as well as equally important, the
findings and conclusions drawn with respect to assessment and
teacher preparation and practice. Finally, Chapter Ten presents an
epilogue that focuses on the future of assessment in teacher
preparation and practice.
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