The research questions
The ‘Tracing Assessment for learning Capability in Teachers (TACT): Initial teacher education and beyond’ project, is investigating what student teachers believe and understand about using assessment for learning at entry, throughout and on exit from their initial teacher education programme. The project is being undertaken as a collaborative project across six countries.
The following research questions will guide the investigations across the six countries:
Research Question 1: What is the content focus, depth of knowledge, and range of knowledge represented in primary/compulsory schooling years’ initial teacher education policy documents, educational assessment standards, and in assessment course syllabi learning expectations?
Research Question 2: What are student teachers’ ideas on assessment on entry to their initial teacher education programme? How do their ideas change over the course of their programme? What are their ideas and understandings on exit from their initial teacher education programmes? To what extent do student teachers attribute the changes in their assessment thinking and practice?
Research Question 3: What are the project student teachers experiences of assessing as beginning teachers? What enabled and constrained their assessment practices?
Research Question 4: What insights can be gained by looking at findings on student teachers’ transformation in assessment literacy across the participating countries?
Each country may also develop additional research questions on that probe at the local setting. Those questions can be found by contacting the key contact in each country or visiting the country-specific TACT website.
The following research questions will guide the investigations across the six countries:
Research Question 1: What is the content focus, depth of knowledge, and range of knowledge represented in primary/compulsory schooling years’ initial teacher education policy documents, educational assessment standards, and in assessment course syllabi learning expectations?
Research Question 2: What are student teachers’ ideas on assessment on entry to their initial teacher education programme? How do their ideas change over the course of their programme? What are their ideas and understandings on exit from their initial teacher education programmes? To what extent do student teachers attribute the changes in their assessment thinking and practice?
Research Question 3: What are the project student teachers experiences of assessing as beginning teachers? What enabled and constrained their assessment practices?
Research Question 4: What insights can be gained by looking at findings on student teachers’ transformation in assessment literacy across the participating countries?
Each country may also develop additional research questions on that probe at the local setting. Those questions can be found by contacting the key contact in each country or visiting the country-specific TACT website.