Investigation of preservice teachers' classroom assessment practices during student teaching

Teachers' evaluation of pupil learning should be consistent with identified learning outcomes at the intended level of performance. To the extent that curriculum and assessment me aligned, the validity of inferences about pupil knowledge is strengthened. The purpose of this investigation nas to evaluate the assessment practices of preservice teachers who hale successfully completed coursework in educational measurement. Three hundred and nine lesson plans from 65 pre-service (student) teachers were reviewed. The authors found that, during student teaching, preservice teachers do not follow many of the assessment practices recommended in their coursework. Perhaps implementations of recommended classroom assessment practices seem to depend on more than possessing the requisite knowledge.