Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19187
Title: 
The persistence of vision: An analysis of continuity and change in conceptions of assessment within a teacher education program
Authors: 
Keywords: 
Assessment literacy
Conceptions of assessment
Teacher education
Issue Date: 
Nov-2011
Citation: 
Deneen, C. C., & Brown, G. T. L. (2011, Nov). The persistence of vision: An analysis of continuity and change in conceptions of assessment within a teacher education program. Paper presented at the 37th Annual Conference of the International Association of Educational Assessment (IAEA), 23 – 28 Nov 2011, Manila, Philippines. Retrieved from http://www.iaea.info/conferences.aspx
Abstract: 
There is a significant and growing body of research that indicates teachers’ conceptions
of assessment affect their professional relationship to and literacy in assessment. This study
examines how a graduate-level course on educational assessment influenced the beliefs, values,
and attitudes (i.e., conceptions) held by a small but diverse sample of New York City pre-service
and practicing teachers about the nature and purpose of assessment. This study employed a
qualitative, phenomenographic approach to establish an understanding of the systematic
variations and consistencies in how participants experienced and understood assessment as
teachers and as students. The prevailing conception of assessment participants had was negative.
Although other conceptual categories emerged and developed between pre-and post-course
interviews, this negative conception of assessment remained dominant in both pre- and postcourse
interview sets, especially among practicing teachers. Both pre-service and practicing
teachers indicated that assessment played a powerful role in personal history and pedagogy. The
course appeared to be successful in contributing to teachers’ knowledge about assessment, but
attitudes towards assessment remained largely unchanged and negative. The implications for
assessment literacy, teacher education and practice posed by this disparity between change in
knowledge and persistence in conceptions are explored.
URI: 
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