The Role of the Teacher as Assessor: Developing Student
Teacher’s Assessment Identity.
Doyle, AudreyORCID: 0000-0001-7731-6845, Conroy Johnson, Marie, Donlon, EndaORCID: 0000-0003-2817-9033, McDonald, ElaineORCID: 0000-0002-2816-5224 and Sexton, PJ
(2021)
The Role of the Teacher as Assessor: Developing Student
Teacher’s Assessment Identity.
The Role of the Teacher as Assessor: Developing Student Teacher’s Assessment Identity., 46
(12).
pp. 52-68.
ISSN 1835-517X
The closure of schools across the globe due to the Covid-19
pandemic had the potential to have a catastrophic impact on a
fundamental pillar of initial teacher education: school placement.
This paper maps a new “site” of professional practice for “school
placement” called “Teacher Online Programme” (TOP) using Xu and
Brown’s (2016) conceptual framework of teacher assessment literacy
in practice. Its main focus lies in the integration of the assessment
baseline knowledge into the programme under the seven elements
proposed by the framework. A case study methodology informed the
approach taken. Data was collected and analysed in three phases: the
Teaching Online Programme Year 3 (TOP3) initiative; Studentteacher and Tutor Questionnaires and Student-teacher and Tutor
focus group interviews. The findings highlight the complex and
multifaceted process of building teacher assessment identity which
nests in the larger purposes for education. They encourage an
emergentist and collaborative approach to assessment knowledge and
view working in communities of practice as a threshold for creativity
and innovation.