Teacher educators’ engagement with school-based assessments across Irish teacher education programmes

Abstract

There is a shift towards increased accountability and assessment in schools and this is echoed in an Irish context, with assessment a neglected area of study in teacher education programmes. The aim of this study is to explore teacher educators understanding of school-based assessment practices and how they prepare pre-service teachers to assess in schools. Interviews with a sample of teacher educators attached to 13 Irish teacher education programmes, residing in two associated higher education institutes, conveyed the policy implications of curriculum change, the need for assessment literacy professional development and the consideration of standalone assessment modules or an embedded approach to assessment in teacher education programmes.