Jeanie CozensEdok #1

Summer 2005Dr. Felicia Lincoln

Campbell, C. & Evans, J. (2001). Investigation of preservice teachers’classroomassessment practices during student teaching. Journal of Educational Research, 93, 350-355.

CENTRAL THEME:This study looked at the use of assessment practices acquired during measurement

instruction in the university setting and the actual use of these practices during student teaching. By evaluating 309 lessons from 65 preservice teachers, researchers investigate the assessment practices of these teachers who had successfully completed coursework in educational measurement.MAIN IDEAS:

1. If the goal of instruction is to influence practice then preservice teachers from a specific program emphasizing knowledge of recommended measurement practices should be able to successfully implement these practices in the classroom.

2. Students began with a measurement course that was designed to be practical. In addition to lectures, students met and created methods for evaluating achievement with peer and instructor feedback. During student teaching, the teachers were require to develop a unit with assessment methods.

3. The majority of assessments (88%) did not demonstrate teachers’ appropriate use of measurement principles to assess student achievement. None contained all of the established criteria.

4. There was an absence of any direct link between instructional goals and assessment.

AUTHORS’ CONCLUSION:The authors concluded that incorporating recommendations for assessment

obtained during coursework may depend on more that merely possessing knowledge. While each of these students had successfully completed the measurement couse, few implemented the assessment practices. Research that investigates this discrepancy is needed.EVALUATION:

I found this to be a very interesting article. The lack of application of learning seems to be a problem in many areas. This study highlights one specific area-assessment practices during student teaching. As educators we need to step back and examine our practices to identify ways of eliminating this discrepancy. Personally, I have experienced this in my own teaching. I will have taught something and feel very confident the students acquired the knowledge and skills, but when it came time to apply this new learning they failed to do so. At a time when instructional methods and assessment methods are changing and evaluation of pupil learning is a major portion of teaching responsibilities, it is important that more is done to identify how we can prevent this from occurring in the future.

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