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Assessment literacy on campus and in school: Preconditions for progressive language teaching (work-in-progress research)
(Birgitta Fröjdendahl, Stockholms universitet, och Raili Hildén, Helsingfors universitet)ORCID iD: 0000-0002-0565-3030
2018 (English)In: London International Conference on Education 2018, London, 2018Conference paper, Published paper (Refereed)
Abstract [en]

This study maps requirements and expectations for assessment literacy (AL). It indicates the extent to which student teachers can be prepared to meet these demands. Addressing pre-service teachers’ AL is of importance today, given the extensive research in the field of assessment. This line of inquiry can provide insights into circumstances in academia and in schools. The theoretical framework revolves around (pre-)teacher cognition and AL. Furthermore, challenges for student teachers, who depend on training on campus, during practica and internships in school are addressed. Given the fact that assessment training on campus was not introduced officially until the 2010s in Sweden, there is a need for continuing reform both in terms of formal decisions and of cognitive approaches to assessment strategies as integral parts of teaching and learning. Theories, rules and regulations stipulated by authorities as well as results from questionnaires and interviews form the framework of this article.

Place, publisher, year, edition, pages
London, 2018.
Keyword [en]
Assessment literacy, pre-service teacher cognition, language teaching
National Category
Humanities and the Arts
Research subject
Didactic Science for Teachers and Teaching Professions
Identifiers
URN: urn:nbn:se:su:diva-155123OAI: oai:DiVA.org:su-155123DiVA, id: diva2:1197134
Conference
London International Conference on Education 2017
Available from: 2018-04-12 Created: 2018-04-12 Last updated: 2018-04-12

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  • apa
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Output format
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