Rethink Teacher Learning in Assessment
Preparing Teachers for the Age of Accountability
What is this study about?
The purpose of this study is to examine pre-service assessment education in an effort to better support initial teachers in assessing student learning. Specifically, this research has explored the value of various approaches to assessment education by researching a range of program structures, assessment course curricula, and pre-service pedagogies across Canada, England, Australia, New Zealand, Germany, and the United States.
Why is this study important?
Within the current standards-based and accountability framework of public education, teachers are increasing required to develop and use reliable assessments to monitor, support, and report on student learning. As demands for teacher assessment literacy increase, there is a need to understand how teachers develop their knowledge, skills, and confidence in classroom assessments. Unfortunately, research in this area has been limited resulting in variable models of assessment education within pre-service programs. The purpose of this research is to provide empirical data to inform pre-service education that effectively prepares teachers for the age of accountability.
Study Presentation
Selected Journal Publications
DeLuca, C., Willis, J., Harrison, C., Cowie, B., & Coombs, A. (2023). Learning to assess: Cultivating assessment capacity in teacher education. Singapore: Springer.
Rasooli, A., DeLuca, C., & Cheng, L. (2023). Beginning teacher candidates’ approaches to grading and assessment conceptions—Implications for teacher education in assessment. Educational Research for Policy and Practice, 22(1), 63-90.
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Adie, L., Gallagher, J., Wyatt-Smith, C., Spina, N., & DeLuca, C. (2023). Mediating teachers’ assessment work. The Australian Educational Researcher. doi.org/10.1007/s13384-023-00675-z
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DeLuca, C., Willis, J., Dorji, K., & Sherman, A. (2022). Cultivating reflective teachers: Challenging power and promoting pedagogy of self-assessment in Australian, Bhutanese, and Canadian teacher education programs. Power and Education, 15(1), 5-22.
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Coombs, A., & DeLuca, C. (2022). Mapping the constellation of assessment discourses: a scoping review study on assessment competence, literacy, capability, and identity. Educational Assessment, Evaluation, and Accountability, 34, 279–301. https://doi.org/10.1007/s11092-022-09389-9
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DeLuca, C., Ge, J., Searle, M., Carbone, K., & LaPointe-McEwan, D. (2021). Toward a pedagogy for slow and significant learning about assessment in teacher education. Teaching and Teacher Education, 101,
Schneider, C., DeLuca, C., Pozas, M, & Coombs, A. J. (2021). Linking personality to teachers’ literacy in classroom assessment: a cross-cultural study. Educational Research and Evaluation, 26,(1-2), 53-74. doi: https://doi.org/10.1080/13803611.2021.1902354
Piekarski, L., Coombs, A. J., & DeLuca, C. (2021). New teachers and assessment: How can we best support them. Canadian Teacher Magazine.
Coombs, A. J., Ge, J., & DeLuca, C. (2020). From sea to sea: The Canadian landscape of assessment education. Educational Research, 63, doi.org/10.1080/00131881.2020.1839353
Gareis, C., Barnes, N., Coombs, A. J., DeLuca, C., & Uchiyama, K. (2020). Exploring the influence of assessment courses and student teaching on beginning teachers’ approaches to classroom assessment. Assessment Matters, 14, 5-41.
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Massey, K. D., DeLuca, C., & LaPointe-McEwan, D. (2020). Assessment literacy in college teaching: Empirical evidence on the role and effectiveness of a faculty training course. To Improve the Academy: A Journal of Educational Development, 39(1). http://dx.doi.org/10.3998/tia.17063888.0039.109
DeLuca, C., Willis, J., Cowie, B., Harrison, C., Coombs, A., Gibson, A., & Trask, S. (2019). Policies, programs, and practices: Exploring the complex dynamics of assessment education in teacher education across four countries. Frontiers in Education, 4. DOI: 10.3389/feduc.2019.00132
DeLuca, C., Chapman-Chin, A. E., & Klinger, D. (2019). Toward a teacher professional learning progression for classroom assessment. Educational Assessment, 24(4), 267-285.
DeLuca, C., Schneider, C., Coombs, A. J., Pozas, M., & Rasooli, A., (2019). A cross-cultural comparison of German and Canadian student teachers’ assessment competence. Assessment in Education: Principles, Policy & Practice, 27(1), 26-45. doi: https://doi.org/10.1080/0969594X.2019.1703171
Coombs, A. J., DeLuca, C., & LaPointe-McEwan, D. (2018). Beyond trial and error: How early career teachers navigate the challenges of classroom assessment. Education Canada, 58(3), https://goo.gl/qJicHd
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DeLuca, C., Bolden, B., & Chan, J. (2017). Systematic professional learning through collaborative inquiry: Examining teachers’ perspectives. Teaching and Teacher Education, 67, 67-78.
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LaPointe, D., DeLuca, C., & Klinger, D. (2017). Supporting evidence-use in networked professional learning: The role of the middle leader. Educational Research, Special Issue: Evidence-informed Practice in Education, 59(2), 136-153.
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DeLuca, C., & Volante, L. (2016). Assessment for learning in teacher education programs: Navigating the juxtaposition of theory and praxis. Journal of the International Society for Teacher Education, 20(1), 19-31.
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DeLuca, C., Shulha, J., Luhanga, U., Shulha, L. M., Klinger, D. A., & Christou, T. (2015) Collaborative inquiry as a professional learning structure for educators: A scoping review. Professional Development in Education, 41(1), 640-670.
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DeLuca, C., Klinger, D., Pyper, J., Shulha, L., & Woods, J. (2015). Building school district capacity in assessment for learning: A study on the effectiveness of an instructional rounds professional learning approach. Assessment in Education: Principles, Policy and Practice, 22(1), 122-139.
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DeLuca, C., & Lam, C. (2014). Preparing teachers for assessment within diverse classrooms: An analysis of teacher candidates’ readiness. Teacher Education Quarterly, 41(3). 3-24.
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DeLuca, C., & Bellara, A. (2013). The current state of assessment education: Aligning policy, standards, and teacher education curriculum. Journal of Teacher Education, 64(4), 356-372.
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DeLuca, C., Chavez, T., Cao, C., & Bellara, A. (2013). Changing Conceptions of Assessment: Pedagogies for Pre-service Assessment Education. The Teacher Educator, 48(2), 128-142.
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DeLuca, C. (2012). Preparing teachers for the age of accountability: Toward a framework for assessment education. Teacher Education Yearbook XXI: A Special Issue of Action in Teacher Education, 34(5/6), 576-591.
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DeLuca, C., Chavez, T., & Cao, C. (2012). Establishing a foundation for valid teacher judgments: The role of pre-service assessment education. Assessment in Education: Principles, Policy and Practice, Special Issue: Moderation Practice and Teacher Judgment, 20(1), 107-126.
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Klinger, D. A., Volante, L., & DeLuca, C. (2012). Building teacher capacity within the evolving assessment culture in Canadian Education. Policy Futures in Education, Special Issue: Developing Sustainable Assessment Cultures in School Learning Organisations, 10(4), 447-460.
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DeLuca, C., & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher candidates’ learning. Assessment in Education: Principles, Policy & Practice, 17(4), 419-438.
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DeLuca, C., Klinger, D. A., Searle, M., & Shulha, L. M. (2010). Developing a curriculum for assessment education. Assessment Matters, 2, 20-42.