Primary pre-service teachers' use of assessment strategies while on school placement

Background and Purpose of the studyThere is a growing interest in assessment literacy and how this can impact on teachers’ use of assessment for learning (AfL) to enhance teaching and support children’s learning (Leirhaug... [ view full abstract ]

Background and Purpose of the study

There is a growing interest in assessment literacy and how this can impact on teachers’ use of assessment for learning (AfL) to enhance teaching and support children’s learning (Leirhaug & MacPhail, 2015). Opportunities to optimise the development of assessment literate teachers should be sought by initial teacher educators where meaningful connections can be made between course content and school placements (Alkharusi et al, 2011). The purpose of this study was to 1) examine primary pre-service teachers’ use of assessment strategies while on school placement and, 2) identify potential opportunities for use of assessment strategies within primary pre-service teachers’ teaching of primary physical education.

Methods

One case (Dylan) is presented from a sample of five primary pre-service teachers within a qualitative study that adopted a longitudinal action research approach. Data collection involved researcher participant observation of primary pre-service teachers. Data was generated using researcher field notes, a primary pre-service teacher reflective journal and a semi-structured interview. Data was analysed using thematic coding.

Results

The findings indicate more effective application of AfL as the pre-service teacher gained greater exposure to teaching physical education. Challenges such as behaviour management and the positive impact on the use of AfL by the pre-service teacher emerged. The influence of the researcher as an observer proved effective through post-lesson debriefs that enabled the pre-service teacher to practice key elements of AfL in an authentic setting.

Conclusions and Implications

This study highlights the need for a greater emphasis on AfL and micro-teaching opportunities within the pre-service teachers’ physical education module as part of their teacher education programme. There is also a need for more direct instruction on assessment where complexities surrounding AfL can be explored not only in theory but also in the practical context of school placement.