Sue Ellis|Virginia Smith
Assessment, teacher education and the emergence of professional expertise
University of Strathclyde|University of Strathclyde
abstract paper describes new assessment tool situates school literacy specific cognitive cultural social emotional reports evidence extent tool seems helped student teachers broker balance different kinds data knowledge flows study shows tool helpful encouraging student teachers deepen understanding individual knowledge domains orchestrate across determine pathways impact learning priorities actions theoretical contribution suggest benefits recasting assessment professional knowledge underpins problem align evidence different theoretical practice knowledge communities contribution policy debate suggest could create climate productive conversations researchers policy makers practitioner communities