@book{194785,
	author = {Doyle, Audrey et al. Johnson, Marie Conroy and McDonald, Elaine},
	title = {Re-envisioning pre-service teachers’ beliefs and feelings about assessment: },
	publisher = {Routledge Taylor & Francis Group,},
	year = {2024.},
	series = {European Journal Of Teacher Education},
	address = {UK :},
	note = {In early 2020, Initial Teacher Education providers were forced to reimagine many long-established practices due to pandemic restrictions. One post-primary concurrent Initial Teacher Education programme in the Republic of Ireland responded by conceptualising and developing an initiative to engage pre-service teachers in an authentic assessment task through the preparation of a classroom-based assessment from the perspective of the pupil. They then engaged in peer review and peer feedback on these classroom-based assessments and partook in a Subject Learning and Assessment Review meeting. This required the professional development of assessment literacies on the part of pre-service teachers, as well as disturbing their personal assessment beliefs at a cognitive and affective level. This paper finds that the collaborative assignment experience challenged pre-service teachers’ previous conceptions about the purposes of assessment while providing them with insight and preparation for formative assessment processes in use throughout Irish post-primary schools.

},
	url = {https://www.tandfonline.com/doi/full/10.1080/02619768.2024.2338854}
}