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RT Book, Whole SR Electronic DC OPAC T1 Learning to Assess : Cultivating Assessment Capacity in Teacher Education / by Christopher DeLuca, Jill Willis, Bronwen Cowie, Christine Harrison, Andrew Coombs T2 Teacher Education, Learning Innovation and Accountability. ISSN:25245570 A1 DeLuca, Christopher A1 Willis, Jill A1 Cowie, Bronwen A1 Harrison, Christine A1 Coombs, Andrew A1 SpringerLink (Online service) YR 2023 FD 2023 SP XIX, 166 p. 26 illus., 8 illus. in color K1 Education K1 Teachers -- Training of K1 Education K1 Teaching and Teacher Education ED 1st ed. 2023. PB Springer Nature Singapore : Imprint: Springer PP Singapore SN 9789819961993 LA English (英語) CL LCC:L1-991 CL DC23:370 NO 1 Learning to assess -- 2 Teacher education landscape -- 3 Conceptualizing assessment capacity -- 4 Epistemological capacity -- 5 Embodied capacity -- 6 Experiential capacity -- 7 Ethical capacity -- 8 Cultivating assessment capacity -- 9 A future view NO This book presents a new framework for how teachers develop their assessment capacity, based on a multi-year study conducted in four countries—Australia, Canada, England, and New Zealand—which focused on student-teacher learning in assessment throughout their initial teacher education programs. It examines how teacher learning is shaped by the complex dynamics of assessment capacity within larger teacher education contexts. The framework proposed here identifies four domains involved in cultivating assessment capacity and characterizes assessment learning as always integrating cognitive, philosophical, and moral dimensions with assessment’s social, emotional, and physical dimensions, while recognizing that each capacity is continually shaped by the learning context. The book draws on the survey of teacher education programs in each of the four focal countries and data from student teachers to shed light on how the various pedagogies, program structures, and policies encountered provide beginning teachers with codes for classifying and framing assessment capacity and form a template for developing this capacity throughout their careers. Offering suggestions for future research and teacher education practice, the book concludes with an outlook on future steps to cultivate teachers’ assessment capacity. NO HTTP:URL=https://doi.org/10.1007/978-981-99-6199-3 NO 書誌ID=EB16355375; LK [E Book]https://doi.org/10.1007/978-981-99-6199-3 OL 30