In this chapter we use an empirical investigation of the changes in assess- ment beliefs of preservice teachers to inform a discussion of what it might take to build a professionalworkforce to implement assessment to promote student learning. The findings demonstrated that significant changes in preservice teachers’ beliefs (as well as their knowledge and skills) are necessary if they are to become ‘assessment capable’ and ready to use assessment in the service of learning as teachers.We argue that mobilizing the power of assessment to enable learning, even in supportive policy contexts, is dependent upon teachers’ beliefs. Knowing about preservice teachers’ beliefs and how they change in relation to their teacher preparation programs is a first step in this process.
Smith, L. F., Hill, M. F., Cowie, B., & Gilmore, A. (2014). Preparing Teachers to Use the Enabling Power of Assessment (pp. 303–323). https://doi.org/10.1007/978-94-007-5902-2_19