Patrick M. Jenlink is Regents Professor in the Department of Secondary Education and Educational Leadership, James I. Perkins College of Education, Stephen F. Austin State University.

• Table of ContentsPrefaceAcknowledgmentsChapter 1.Assessment in Teacher Education: Refocusing on Assessment for LearningPatrick M. Jenlink Chapter 2.Assessing Pedagogical Judgement: Developing Teachers that See All Students as Capable, Creative, and CuriousSonia Janis, Kaitlin M. Wegrzyn, Chantelle M. Grace, and Chris BatsonChapter 3.Assessing the Assessment: Fairness of the Teacher Work SampleChristina YuknisChapter 4. Teacher Perceptions Regarding Implementation of the Common Core Standards and Impacts on AssessmentJohn S. Burgin, Gail D. Hughes, and Nancy J. HamiltonChapter 5.The Assessment and Self-Assessment of Field-Based Teacher CandidatesLynn Nations Johnson, Kelsey Woodard, Kathy Mitchell, and Carol CrumbaughChapter 6.Consistency in Student Teacher Evaluations: A Comparison of Cooperating Teachers and SupervisorsIrene Frankand Mei ChangChapter 7. University Faculty and Students’ Conceptions of AssessmentMelanie DiLoretoChapter 8.Who Is More Ready? An Analysis of Predictors of edTPA™ ScoreSarah J. KakaChapter 9.Writing as Representation(s) of Practice: Literacy Practices, Genre, and the edTPA™Lindsay StoetzelChapter 10.Epilogue: The Future of Assessment in Teacher Preparation: The Assessment Capable TeacherPatrick M. JenlinkAbout the Editor and Contributors

This book takes the powerful distinction between assessment of learning and assessment for learning and applies it to teacher preparation and practice. Drawing on eight original field-based studies, the book provides insights, examples, and new questions about what it means to prepare teachers who are “ready” to teach in today’s assessment-driven educational climate.

Patrick M. Jenlink is Regents Professor in the Department of Secondary Education and Educational Leadership, James I. Perkins College of Education, Stephen F. Austin State University.

• Table of ContentsPrefaceAcknowledgmentsChapter 1.Assessment in Teacher Education: Refocusing on Assessment for LearningPatrick M. Jenlink Chapter 2.Assessing Pedagogical Judgement: Developing Teachers that See All Students as Capable, Creative, and CuriousSonia Janis, Kaitlin M. Wegrzyn, Chantelle M. Grace, and Chris BatsonChapter 3.Assessing the Assessment: Fairness of the Teacher Work SampleChristina YuknisChapter 4. Teacher Perceptions Regarding Implementation of the Common Core Standards and Impacts on AssessmentJohn S. Burgin, Gail D. Hughes, and Nancy J. HamiltonChapter 5.The Assessment and Self-Assessment of Field-Based Teacher CandidatesLynn Nations Johnson, Kelsey Woodard, Kathy Mitchell, and Carol CrumbaughChapter 6.Consistency in Student Teacher Evaluations: A Comparison of Cooperating Teachers and SupervisorsIrene Frankand Mei ChangChapter 7. University Faculty and Students’ Conceptions of AssessmentMelanie DiLoretoChapter 8.Who Is More Ready? An Analysis of Predictors of edTPA™ ScoreSarah J. KakaChapter 9.Writing as Representation(s) of Practice: Literacy Practices, Genre, and the edTPA™Lindsay StoetzelChapter 10.Epilogue: The Future of Assessment in Teacher Preparation: The Assessment Capable TeacherPatrick M. JenlinkAbout the Editor and Contributors

This book takes the powerful distinction between assessment of learning and assessment for learning and applies it to teacher preparation and practice. Drawing on eight original field-based studies, the book provides insights, examples, and new questions about what it means to prepare teachers who are “ready” to teach in today’s assessment-driven educational climate.

Patrick M. Jenlink is Regents Professor in the Department of Secondary Education and Educational Leadership, James I. Perkins College of Education, Stephen F. Austin State University.

• Table of ContentsPrefaceAcknowledgmentsChapter 1.Assessment in Teacher Education: Refocusing on Assessment for LearningPatrick M. Jenlink Chapter 2.Assessing Pedagogical Judgement: Developing Teachers that See All Students as Capable, Creative, and CuriousSonia Janis, Kaitlin M. Wegrzyn, Chantelle M. Grace, and Chris BatsonChapter 3.Assessing the Assessment: Fairness of the Teacher Work SampleChristina YuknisChapter 4. Teacher Perceptions Regarding Implementation of the Common Core Standards and Impacts on AssessmentJohn S. Burgin, Gail D. Hughes, and Nancy J. HamiltonChapter 5.The Assessment and Self-Assessment of Field-Based Teacher CandidatesLynn Nations Johnson, Kelsey Woodard, Kathy Mitchell, and Carol CrumbaughChapter 6.Consistency in Student Teacher Evaluations: A Comparison of Cooperating Teachers and SupervisorsIrene Frankand Mei ChangChapter 7. University Faculty and Students’ Conceptions of AssessmentMelanie DiLoretoChapter 8.Who Is More Ready? An Analysis of Predictors of edTPA™ ScoreSarah J. KakaChapter 9.Writing as Representation(s) of Practice: Literacy Practices, Genre, and the edTPA™Lindsay StoetzelChapter 10.Epilogue: The Future of Assessment in Teacher Preparation: The Assessment Capable TeacherPatrick M. JenlinkAbout the Editor and Contributors

This book takes the powerful distinction between assessment of learning and assessment for learning and applies it to teacher preparation and practice. Drawing on eight original field-based studies, the book provides insights, examples, and new questions about what it means to prepare teachers who are “ready” to teach in today’s assessment-driven educational climate.