It is suggested that mentor teachers engage in reflective conversations with preservice teachers to develop formative assessment as a teaching skill. However, there is minimal evidence documenting this process. The purpose of this paper is to investigate the process and impact of reflective conversation on preservice teachers’ learning about implementing formative assessment in the classroom.,This study draws on two dyads of mentor and preservice teachers to examine the role of conversation in helping preservice teachers learn to use formative assessment in elementary classrooms in the USA. A comparative case study method is used to analyze and synthesize the similarities, differences and patterns across both cases.,Qualitative data indicate that reflective conversations enable preservice teachers to reflect on their teaching practices and learn how to conduct formative assessment. However, a lack of critical reflection in the conversations results in generic solutions that do not focus on specific aspects of student learning.,This study suggests that mentor teachers using reflective conversation to guide preservice teacher’s critical analysis of their prior assumptions and teaching practices while referencing actual student learning is an essential element in learning to use formative assessment in the classroom.,This study contributes to the line of research that explores conversation between mentor and preservice teachers and provides an empirical analysis of conversations focused on learning to use formative assessment in elementary classrooms.

中文翻译：

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在现场学习形成性评估

建议导师教师与职前教师进行反思性对话，以发展形成性评估作为一种教学技能。但是，几乎没有证据记录该过程。本文旨在研究反思性对话对职前教师在课堂上实施形成性评估的学习过程和影响。本研究借鉴了指导教师和职前教师的两类方法，考察了对话在帮助职前教师中的作用。学会在美国的基础教室中使用形成性评估。比较案例研究方法用于分析和综合两个案例的相似性，差异和模式。定性数据表明，反思性对话使职前教师能够反思他们的教学实践并学习如何进行形成性评估。然而，对话中缺乏批判性反思的结果导致通用解决方案不关注学生学习的特定方面。这项研究表明，导师教师使用反思性对话来指导职前教师对他们先前的假设和教学实践的批判性分析，同时参考实际的学生学习是在课堂上学习使用形成性评估的基本要素。这项研究有助于探索导师和职前教师之间的对话，并提供了针对以小学阶段使用形成性评估为重点的对话的实证分析。教室。