In Enhancing Preservice Teachers’ Assessment Literacy: Focus on Knowledge Base, Conceptions of Assessment, and Teacher Learning

Assessment has a critical and time-consuming role in the teaching profession. However, teachers generally possess low levels of assessment knowledge skills, with their understanding more about culturally historically established summative compared to formative assessment. Therefore, developing literacy preservice teacher education (PsTE) is important. In present study, special study module was designed for PsTE examine Finnish student teachers’ literacy. Deductive inductive content analyses students’ ( N = 168) written diaries were conducted applying conceptual framework teacher’s practice (TALiP). Based on results, base conceptions promisingly versatile indicated rich awareness broad nature key findings also suggest that not an easy topic discuss peers. It can be concluded even short courses enhance views pedagogical inputs outputs