A playbill: Rethinking assessment in teacher education

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Gina M. Borgioli
Anne Ociepka
Kristie Coker


In this article, we use a theatre metaphor, reflected in a prologue, three acts, and an epilogue, to retell and reflect on our journey of inquiring about, designing, enacting, and studying our enactment of non-traditional assessment practices in higher education. We are striving to better align our assessment practices with our beliefs and values about teaching and learning. We discuss how reforming our assessment practices affected issues of equity for our pre-service teachers, such as their participation, identity, power, and agency in our classes. We hope to inspire readers to reflect on how their assessment practices affect students’ learning and sense of agency. 


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How to Cite
Borgioli, G. M., Ociepka, A., & Coker, K. (2015). A playbill: Rethinking assessment in teacher education. Journal of the Scholarship of Teaching and Learning, 15(3), 68–84. https://doi.org/10.14434/josotl.v15i3.13306
Author Biographies

Gina M. Borgioli, Indiana University Purdue University at Indianapolis

Gina M. Borgioli teaches mathematics and ESL methods courses at IUPUI. She is interested in educational equity issues for English Language Learners and enjoys working with both pre- and in-service teachers.

Anne Ociepka, Indiana University Purdue University at Indianapolis

Anne Ociepka teaches elementary reading and writing methods courses at IUPUI. She is interested in literacy, culture, and language education issues.

Kristie Coker, Indiana University, Bloomington

Kristie Coker is a doctoral student in the Literacy, Culture, and Language Education program at Indiana University in Bloomington, IN.  She has been an elementary school teacher for eight years. 


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