Preservice teachers' use of evidence-informed tools and methods for the assessment of their own teaching practices
Deaton, Benjamin Everett
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This qualitative study examined preservice teachers' use of evidence-informed tools to formatively assess own teaching practices. To examine their enactment of formative assessment, this study focused on their use of the Video Analysis Tool (VAT) and analysis frameworks designed to encourage their use of video evidence. A case study approach was used to organize the participants' data and open coding was used to analyze the participants' analyses in VAT and interviews. Findings indicated that preservice teachers had many misconceptions about formative assessment, which had a significant impact on their ability to assess their teaching. Subsequently, the participants did not possess knowledge of a systematic process for analyzing and assessing specific attributes of their teaching practice. Through their experiences in this study, the participating preservice teachers were able to develop their own processes and strategies for assessing their teaching. The data indicated that the participants were able to develop systematic processes for observing their teaching in VAT. However, VAT and the analysis frameworks did not provide the type of support necessary to help the preservice teachers interpret the video evidence. Subsequently, their assessments, as a whole, lacked depth, which prevented them being able to develop solutions for changing their teaching practices. Yet, the data indicated that through their experience in this study, they were able to develop knowledge of formative assessment.