caa a22 4500 44531995X CHVBK 20180317142700.0 cr unu---uuuuu 170323e20110601xx s 000 0 eng 10.1007/s10972-011-9231-6 doi (NATIONALLICENCE)springer-10.1007/s10972-011-9231-6 Preparing for the Plunge: Preservice Teachers' Assessment Literacy [Elektronische Daten] [Marcelle Siegel, Cathy Wissehr] Using a framework of assessment literacy that included principles, tools, and purposes, this study explored the assessment literacy of 11 secondary preservice teachers. Participants' journals, teaching philosophies, and inquiry-based science units served as data sources. We examined how the preservice teachers understood assessment tools as well as their reasons for using assessment. Additionally, we investigated how the preservice teachers incorporated assessments into inquiry-based science units. Analysis of these documents indicated that preservice teachers recognize the need to align assessments with learning goals and instructional strategies and are using a variety of assessments. They understood several ways to use assessment for learning. However, the inclusion of assessments contained within the science units did not fully align with the views of assessment the preservice teachers presented in their teaching philosophies or journals. Instead of using a variety of assessments that reflect science reforms, the preservice teachers reverted to traditional forms of assessment in their science units. Teacher education programs need to place more emphasis on developing preservice teachers' assessment literacy so that they are better able to select and implement a variety of appropriate assessments to foster student learning. The Association for Science Teacher Education, USA, 2011 Preservice teacher education nationallicence Assessment nationallicence Secondary science nationallicence Siegel Marcelle MU Science Education Center, Department of Learning, Teaching & Curriculum, University of Missouri, 303 Townsend Hall, 65211, Columbia, MO, USA aut Wissehr Cathy University of Arkansas, 305B Peabody Hall, 72701, Fayetteville, AR, USA aut Journal of Science Teacher Education Springer Netherlands 22/4(2011-06-01), 371-391 1046-560X 22:4<371 2011 22 10972 https://doi.org/10.1007/s10972-011-9231-6 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10972-011-9231-6 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Siegel Marcelle MU Science Education Center, Department of Learning, Teaching & Curriculum, University of Missouri, 303 Townsend Hall, 65211, Columbia, MO, USA aut NATIONALLICENCE 700 1- Wissehr Cathy University of Arkansas, 305B Peabody Hall, 72701, Fayetteville, AR, USA aut NATIONALLICENCE 773 0- Journal of Science Teacher Education Springer Netherlands 22/4(2011-06-01), 371-391 1046-560X 22:4<371 2011 22 10972 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer