Exemplifying formative assessment practices in the field through case study: concepts, issues and challenges

Edited book (chapter)

Dann, Christopher and Dann, Beverly. 2018. "Exemplifying formative assessment practices in the field through case study: concepts, issues and challenges." Richardson, Tony, Dann, Beverly, Dann, Christopher and O'Neill, Shirley (ed.) Formative assessment practices for pre-service teacher practicum feedback: emerging research and opportunities. Hershey, PA, United States. IGI Global. pp. 76-112
Chapter Title

Exemplifying formative assessment practices in the field through case study: concepts, issues and challenges

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID2177
Book TitleFormative assessment practices for pre-service teacher practicum feedback: emerging research and opportunities
AuthorsDann, Christopher (Author) and Dann, Beverly (Author)
EditorsRichardson, Tony, Dann, Beverly, Dann, Christopher and O'Neill, Shirley
Page Range76-112
SeriesAdvances in Higher Education and Professional Development (AHEPD)
Chapter Number3
Number of Pages37
Year2018
PublisherIGI Global
Place of PublicationHershey, PA, United States
ISBN9781522526308
9781522526315
ISSN2327-6983
2327-6991
Digital Object Identifier (DOI)https://doi.org/10.4018/978-1-5225-2630-8.ch003
Web Address (URL)https://www.igi-global.com/gateway/chapter/183067
Abstract

Practicum experiences are central to preservice teacher programs worldwide and ideally represent the component that unites university learning with practical learning in the field. This chapter examines the feedback processes between one preservice teacher and the supervising teacher during a four-week practicum. The supervising teacher used an iPad® and App to collect video and associated data to support the provision of feedback on the preservice teacher’s performance and practice. A case study approach was used and included pre- and post- interviews as well as analysis of data collected through the CeMeE App by the supervising teacher. The results indicated both the supervising teacher and preservice teacher were able to constructively use the video feedback process to support their reflective dialogue. Key issues for action and future research included the value of the innovative process of collecting evidence, delivering feedback to preservice teachers, and the alignment of evidence against the professional standards for teachers.

KeywordsAITSL, Bloom’s taxonomy, data collection, criteria, feedback, feed-forward, feedback process, iPad video, noticing, professional standards for teachers, practicum, pre-service teacher, QCT, reflective dialogue, summative assessment, video feedback
ANZSRC Field of Research 2020390102. Curriculum and pedagogy theory and development
Public Notes

Copyright © 2018 by IGI Global.

Byline AffiliationsEdith Cowan University
University of the Sunshine Coast
Institution of OriginUniversity of Southern Queensland
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