LEADER 05389nam 22004693 450 001 9910799241403321 005 20240202080215.0 010 $a981-9961-99-8 035 $a(CKB)29526966000041 035 $a(MiAaPQ)EBC31094187 035 $a(Au-PeEL)EBL31094187 035 $a(EXLCZ)9929526966000041 100 $a20240202d2024 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aLearning to Assess $eCultivating Assessment Capacity in Teacher Education 205 $a1st ed. 210 1$aSingapore :$cSpringer Singapore Pte. Limited,$d2024. 210 4$d©2023. 215 $a1 online resource (181 pages) 225 1 $aTeacher Education, Learning Innovation and Accountability Series 311 08$a9789819961986 327 $aIntro -- Foreword -- Assessment Capacity as Personal Professionalism Practiced in Dialogue with Students -- Assessment Capacity and the Functions of Assessment in Teacher Education -- Gatekeeping -- Exposure to Assessment: Modelling by Teacher Educators -- Specific Courses in Assessment -- Assessment Capacity in Relation to Other Assessment Discourses -- Conclusion -- References -- Contents -- About the Authors -- 1 Cultivating Teacher Assessment Capacity -- 1.1 Addressing the Challenge of Assessment Education -- 1.2 What Do We Mean by Capacity? -- 1.3 Drawing on Bernstein to Think the Unthinkable -- 1.4 Developing Our Framework: Listening to Teachers as They Learn to Assess -- 1.5 Conclusion -- References -- 2 The Landscape of Assessment Education -- 2.1 Bernsteinian Perspective on the Assessment Landscape -- 2.2 Mapping Similarities in Assessment Education Across Four Countries -- 2.2.1 Assessment Is Strongly Framed Through Shared Education Foundations -- 2.2.2 Assessment Is Strongly Framed by International Policies -- 2.2.3 Assessment as Weakly Framed in Response to Student Voice and Student Agency -- 2.2.4 Assessment Education Framing Is Occurring Within and Beyond Teacher Education -- 2.3 Mapping Differences Between Assessment Education Policy Contexts -- 2.3.1 England -- 2.3.2 Australia -- 2.3.3 Canada -- 2.3.4 New Zealand -- 2.4 Differences in the Classification and Framing of Assessment Education -- 2.5 Assessment Education Curriculum: Complex, Ever-Changing Decisions -- 2.5.1 Conversations Across Contexts as Stories of Possibility -- References -- 3 The Constellation of Assessment Capacity Discourses -- 3.1 Assessment Learning Discourses -- 3.1.1 Assessment Competence and Assessment Literacy: Foundational Discourses -- 3.1.2 Competence Versus Literacy: A Narrow Distinction -- 3.1.3 Assessment Capability: A Marked Shift. 327 $a3.1.4 Assessment Identity: A Turn Towards the Personal -- 3.2 From Competence to Identity -- 3.3 Towards Assessment Capacity -- References -- 4 Epistemic Assessment Capacity -- 4.1 What Is Epistemic Assessment Capacity? -- 4.2 Preservice Teachers' Epistemic Learning Experiences -- 4.2.1 Awareness of Knowledge, Learning, and Assessment Concepts and How They Change -- 4.2.2 Awareness of Disciplinary Orientations -- 4.2.3 Exploring Epistemic Awareness, Curiosity, and Flexibility -- 4.3 Developing Epistemic Assessment Capacity in Teacher Education -- 4.4 Conclusion -- References -- 5 Embodied Assessment Capacity -- 5.1 What Is Embodied Assessment Capacity? -- 5.2 Preservice Teachers' Embodied Learning Experiences -- 5.2.1 Awareness That Assessment Is an Emotional Rollercoaster -- 5.2.2 Embodied Assessment Occurs In Situ with Materials and Spaces -- 5.2.3 Learning to Manage Competing Demands Through Reflexive Agency -- 5.3 Developing Embodied Assessment Capacity in Initial Teacher Education -- 5.4 Conclusion -- References -- 6 Ethical Assessment Capacity -- 6.1 What Is Ethical Assessment Capacity? -- 6.1.1 What Is Being Valued in Assessment? -- 6.1.2 Assessment as Identity Work -- 6.1.3 Being Critically Aware of How Assessment Contributes to Broader Ideas of Social Justice -- 6.2 Developing Ethical Assessment Capacity in Initial Teacher Education -- 6.3 Conclusion -- References -- 7 Experiential Assessment Capacity -- 7.1 What Is Experiential Assessment Capacity? -- 7.1.1 Assessment Experiences and Events as a Student -- 7.1.2 Assessment Experiences and Events Within Preservice Teacher Programmes -- 7.1.3 Assessment Experiences and Events Within Schools -- 7.2 Preservice Teachers' Experiential Assessment Capacity -- 7.3 Developing Experiential Assessment Capacity in Initial Teacher Education -- 7.4 Conclusion -- References -- 8 Learning to Assess. 327 $a8.1 Thinking the Unthinkable: The Assessment Capacity Framework -- 8.1.1 Interconnections -- 8.2 Developing Assessment Capacity: Direction for Teacher Education -- 8.3 Assessment That Will Be -- References. 410 0$aTeacher Education, Learning Innovation and Accountability Series 676 $a371.26 700 $aDeLuca$b Christopher$01588139 701 $aWillis$b Jill$01588140 701 $aCowie$b Bronwen$01029256 701 $aHarrison$b Christine$01588141 701 $aCoombs$b Andrew$01588142 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910799241403321 996 $aLearning to Assess$93877391 997 $aUNINA