Description
In education, the imperative for inclusive assessment has become vital, particularly in teacher education programs striving to meet the diverse needs of students. This study investigates the practices and reflections of teacher educators in designing inclusive assessments, addressing challenges resulting from limited professional training and varying prior skills. Employing a self-study methodology, the research explores tensions, potentials, and alignment between teacher educators' beliefs and practices as well as how student teachers respond to these practices. Four key research questions explore assessment methods, task and criteria design, implementation, and the impact on student teachers. The study involves teacher educators who implement inclusive assessment, using a modeling process emphasizing justifications, AI-powered bots for individual reflective dialogues, and a group collaborative dialogue. The analysis utilizes interactive template analysis, offering implications for enhancing teacher educators' awareness and effective communication with student teachers in the realm of inclusive assessment.| Period | 26 Jun 2024 → 28 Jun 2024 |
|---|---|
| Held at | EARLI SIG 01 - Assessment and Evaluation, Belgium |
| Degree of Recognition | International |