View in EDS

Mapping Assessment Tasks and Lecturer Considerations: A Case Study of a NZ Primary Teacher Education Programme

Saved in:
Bibliographic Details
Title: Mapping Assessment Tasks and Lecturer Considerations: A Case Study of a NZ Primary Teacher Education Programme
Language: English
Authors: Wendy Carss, Bronwen Cowie, Sheralyn Cook
Source: Australian Journal of Teacher Education. 2023 48(9):100-114.
Availability: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Higher Education
Postsecondary Education
Descriptors: Elementary School Teachers, Lecture Method, Evaluation Methods, Foreign Countries, Teacher Education Programs, Degree Requirements, Teacher Competencies, Teacher Competency Testing, Research Papers (Students), Teacher Attitudes, Assessment Literacy, Alignment (Education), Educational Principles, Reflective Teaching, Self Concept, Student Development
Geographic Terms: New Zealand
ISSN: 0313-5373
1835-517X
Abstract: Initial teacher education programme and paper assessments need to encompass university degree requirements and attest to student mastery of teacher professional competencies. This article reports one aspect of an 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; practicum and placement papers were not included because these were 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 double as a learning experience. Paper leaders responsible for curriculum learning areas deliberately designed linked dependent sequences of tasks 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 requirements, 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 of factors that may underpin assessment design decisions.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1451283
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1451283
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1451283
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Mapping Assessment Tasks and Lecturer Considerations: A Case Study of a NZ Primary Teacher Education Programme
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Wendy+Carss%22">Wendy Carss</searchLink><br /><searchLink fieldCode="AR" term="%22Bronwen+Cowie%22">Bronwen Cowie</searchLink><br /><searchLink fieldCode="AR" term="%22Sheralyn+Cook%22">Sheralyn Cook</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Teacher+Education%22"><i>Australian Journal of Teacher Education</i></searchLink>. 2023 48(9):100-114.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Lecture+Method%22">Lecture Method</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Degree+Requirements%22">Degree Requirements</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competency+Testing%22">Teacher Competency Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Papers+%28Students%29%22">Research Papers (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Assessment+Literacy%22">Assessment Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Principles%22">Educational Principles</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+Teaching%22">Reflective Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Development%22">Student Development</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22New+Zealand%22">New Zealand</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0313-5373<br />1835-517X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Initial teacher education programme and paper assessments need to encompass university degree requirements and attest to student mastery of teacher professional competencies. This article reports one aspect of an 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; practicum and placement papers were not included because these were 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 double as a learning experience. Paper leaders responsible for curriculum learning areas deliberately designed linked dependent sequences of tasks 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 requirements, 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 of factors that may underpin assessment design decisions.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1451283
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1451283
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 100
    Subjects:
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Lecture Method
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Degree Requirements
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Teacher Competency Testing
        Type: general
      – SubjectFull: Research Papers (Students)
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Assessment Literacy
        Type: general
      – SubjectFull: Alignment (Education)
        Type: general
      – SubjectFull: Educational Principles
        Type: general
      – SubjectFull: Reflective Teaching
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Student Development
        Type: general
      – SubjectFull: New Zealand
        Type: general
    Titles:
      – TitleFull: Mapping Assessment Tasks and Lecturer Considerations: A Case Study of a NZ Primary Teacher Education Programme
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Wendy Carss
      – PersonEntity:
          Name:
            NameFull: Bronwen Cowie
      – PersonEntity:
          Name:
            NameFull: Sheralyn Cook
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 0313-5373
            – Type: issn-electronic
              Value: 1835-517X
          Numbering:
            – Type: volume
              Value: 48
            – Type: issue
              Value: 9
          Titles:
            – TitleFull: Australian Journal of Teacher Education
              Type: main
ResultId 1