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The nature and role of assessment during practicum : stakeholders’ perspectives

Allen, J. M 2012, The nature and role of assessment during practicum : stakeholders’ perspectives, in EPS-Huaxi 2011 : Abstract and Program Book of EPS-Huaxi Higher Education 2011 international forum, EPS Press,, pp. 1-1.

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Title The nature and role of assessment during practicum : stakeholders’ perspectives
Author(s) Allen, J. M
Conference name EPS-Huaxi Higher Education. International Forum (2011 : Xi’an, China)
Conference location Xi’an, China
Conference dates 12 - 14 Aug. 2011
Title of proceedings EPS-Huaxi 2011 : Abstract and Program Book of EPS-Huaxi Higher Education 2011 international forum
Editor(s) [Unknown]
Publication date 2012
Conference series EPS-Huaxi Higher Education International Forum
Start page 1
End page 1
Total pages 1
Publisher EPS Press
Keyword(s) higher education
theory-practice
supervising teacher
assessment during practicum
student teacher
pre-service teacher
Summary This paper focuses on the assessment of student teachers during practicum. The study is contextualised in an Australian pre-service teacher education program in which practicum has been reconceptualised to help bridge the theory-practice gap commonly associated with “front-end loading” programs. Survey and interview data collected from student teachers and supervising teachers point to what participants perceive as disparate understandings between university and school staff about the nature and role of assessment and suggest that this lack of common understanding adversely affects students’ experiences of assessment. While contextualised in teacher education, these findings have applicability to other tertiary programs for the professions. The study’s conclusions are threefold: the importance of establishing and sustaining effective university-school partnerships is paramount; there is a clearly identified need for shared stakeholder understandings about practicum assessment; and disregarding failed or diminished partnerships jeopardises student learning.

Language eng
Field of Research 130103 Higher Education
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category E2.1 Full written paper - non-refereed / Abstract reviewed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30063895

Document type: Conference Paper
Collection: Faculty of Arts and Education
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Created: Tue, 03 Jun 2014, 09:00:52 EST by Jeanne Allen

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