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The purpose of this study is to investigate the curricular manifestation of summative assessment literacy in language pre-service teacher education at three universities in Sweden and Finland through multiple case studies. Data sources included program guidelines, course curricula, and study guides. A thematic approach was used to analyze the data based on a theoretical framework involving conceptual understandings, skills, and dispositions in summative assessment. The results indicate that all programs emphasize the basic assessment concepts such as validity and alignment and using assessment to inform teaching and learning. However, compared with formative assessment, summative assessment receives less attention in the curriculum. There are differences in addressing summative assessment through stand-alone and embedded courses and in the literacy areas covered. Implications for teacher education to address summative aspects of assessment in line with teachers’ tasks in schools are offered.

The objective of this study is to expand teachers' knowledge base of assessment in teaching by exploring pre-service language teachers' construct of grading literacy during their pedagogical studies and immediately after. We conceptualize pre-service language teachers' grading literacy with a literature-based flow model of decision-making comprising six major phases. These involve (1) mobilizing grading related knowledge, skills and dispositions, (2) distinguishing relevant assessment events, (3) identifying and filing evidence, (4) interpreting assessment rubrics, (5) making the grading decision, and (6) communicating it to stakeholders. The decision trajectory is constrained by individual and social factors. The research questions address pre-service teachers' perceptions of the multiple components, primarily the evidence base of a grade. The data comprise survey responses (n = 131) and interview data (n = 26) from three universities, one in Finland and two in Sweden. Regarding the factorial structure, variables incorporating process and disposition aspects provided the strongest explanatory the most frequently attended grading evidence comprises written and oral tests. Pre-service teachers in Finland and Sweden differ with regard to most aspects of what evidence they base their grading on. The interview responses confirm pre-service teachers' high awareness of the complex nature of grading and the responsibility attached to the endeavour. Based on the findings we propose recommendations for teacher education programs to broaden and enrich pre-service teachers' grading practice to encompass processual and progress aspects. Increased attention should be paid to practical implementation of grading standards and guidelines in interpreting and justifying grading decisions.

Summative assessments are an exercise of authority and something that pupils cannot easily appeal. The importance of teachers being able to assess their pupils correctly is consequently both a question of national equivalence and individual fairness. Therefore, summative assessment is a paramount theme in teacher education, and we aimed to investigate the perceptions and competence of student teachers regarding common summative assessment practices. The study was conducted at three universities, two in Sweden and one in Finland involving prospective language teachers responding to an online survey (N = 131). In addition, interviews were carried out with 20 Swedish and 6 Finnish student teachers. The analysis of the data indicates that student teachers value practices that enhance communication and collaboration as well as the curricular alignment of summative assessments. With respect to perceived competence, the respondents in general felt most confident with deploying traditional forms of summative assessment, while they were more uncertain about process evaluation and oral skills. Regarding significant differences in the participants’ perceptions of competence among the three universities, Finnish university students reported higher levels in all variables. However, room for improvement was found at all universities involved.

The theoretical framework of teacher assessment literacy (TAL) draws on several recent models (DeLuca et al., 2016; Fulcher, 2012; Hildén & Fröjdendahl, 2018; Xu and Brown, 2016) incorporating knowledge, skills and dispositions as core components of TAL. All these dimensions are be nurtured in teacher education to promote pre-service language teachers´ summative assessment literacy (Borg, 2015; DeLuca & Klinger, 2010; Volante & Fazio, 2007). This study addresses pre-service teachers’ beliefs about the importance of summative assessment practices (RQ1), and the val ue they plan to assign to the different components when grading their future students (RQ2). We also ex amine conceivable differences across backgrounds variables teacher education program, gender and age (RQ3). The data are derived from an online survey (n=51) and semi-structured interviews (n=15) conducted at two universities in Sweden and one in Finland at the end of the students’ subject teacher education program. Regarding intended practices, the tentative results suggest the primacy of informing students about targets and grading criteria, cooperating with other teachers in conducting assessments, and the use of national core curriculum in designing assessment tasks. Less value was given to using on-line tests and ready-made materials published on paper or online. When grading students, the pre-service teachers emphasized written and oral tests more than process-oriented evidence as p ortfolio samples. Some significant differences appeared between the selected background variables. Judging from the findings, fairness and validity issues like transparency, openness curricular alignment of summative assessment are widely acquired by the pre-service teachers investigated., Developing summative assessment literacy. A longitudinal study of pre-service and novice language teachers

Summative assessments, especially in the form of testing and grading, are a powerful exercise of authority and “Teachers often seem unable to [...] resist external impositions when they are regressive. This may in part be because of a lack of conceptual assessment tools to evaluate and construct counter arguments, or the practical skills to investigate tests [and] test use” (Fulcher, 2012, p. 114) Therefore, both language educators and language teachers need to be “competent in the principles and practice of language assessment” (Harding & Kremmel, 2016, p. 101) and to “demonstrate the knowledge and skills required to coherently align classroom and large-scale assessment” (Pastore & Andrade, 2019, p. 130). The construct of summative assessment literacy (SAL) thus incorporates knowledge, practice and dispositions and draws on established theoretical concepts (e.g. validity) (Bachman & Palmer, 2010). This study is based on the notion that “teacher cognitions and practices are mutually informing” (Borg, 2003, p. 81) and investigates pre-service teachers’ perceptions and conceptual understanding at the end of their teacher education. Specifically the research questions focus on how they express the difference between summative and formative assessments, what constitutes good testing practice and how critical terms (e.g. validity, authenticity) are understood or misconceived in relation to language assessment. The data was collected during the last semester of teacher education at two major Swedish universities through three open-ended questions in an extensive online survey (N=40) and semi-structured, in-depth interviews (N=20). The initial results based on qualitative content analysis procedures indicate that pre-service teachers have a praxeological and socio-emotional understanding (Pastore & Andrade, 2019) of assessment and testing, but when it comes to several key concepts such as validity their comprehension is often superficial. The results better, Developing summative assessment literacy. A longitudinal study of pre-service and novice language teachers

One aim of this paper is to examine pre-service language teachers' perspectives on what they want to know, to scrutinize how they may reason and how they perceive summative assessment. Another aim is to show what regulatory frameworks stipulate and what research shows with regard to assessment literacy and cognitive approaches to learning. Results from interviews (n=25) and surveys (n=90) showed that a majority of the students thought that they could define assessment terminology. One recurring feature, however, was that the respondents in the interviews needed to be reminded about the theoretical definition of terms. Nevertheless, it became obvious that they knew and could describe the practical implications of terminology in follow-up questions. An analysis of these and further aspects of our study will be introduced in light of constructivist grounded theory., Developing summative assessment literacy. A longitudinal study of pre-service and novice language teachers

The purpose of this study is to investigate the curricular manifestation of summative assessment literacy within three teacher education programs in Sweden and Finland through a document analysis. Data sources included program guides, course syllabuses, study guides, and school practice documents. A thematic content analysis was used to code the data based on a theoretical framework involving conceptual understanding, skills, dispositions, and pedagogical considerations in summative assessment. The results indicate that all programs emphasize the basic concepts of SA such as validity and reliability as well as using the results of assessment as feedback to teaching and learning processes. There are differences in the way they address, and the specific competencies they develop such as test construction and grading., Developing summative assessment literacy. A longitudinal study of pre-service and novice language teachers

The purpose of this collaborative workspace is twofold: (1) introduce an ongoing research project on pre-service and novice language teachers’ development of summative assessment literacy funded by the Swedish Research Council (2019-21), and (2) discuss the preliminary results within the context of previous research and relevant theoretical models in order to establish a broader research collaboration for studying the development of summative assessment literacy through pre-service teacher education. There are different approaches to developing summative assessment literacy such as “assessment for learning” and “assessment of learning,” and it is critical to analyze the impact of these approaches and the respective learning opportunities (courses, seminars, practices, etc.) on pre-service teachers' development of summative assessment literacy., Developing summative assessment literacy. A longitudinal study of pre-service and novice language teachers

The aim of this paper is threefold. First, it examines what the TE programmes at three universities offer pre-service language teachers with regard to instruction and training in summative assessment (SA). Secondly, it analyses pre-service language teachers' responses to questions about SA at these universities. Thirdly, it addresses issues in the interface between on-campus courses and teaching practice, such as the validity of courses that are offered and examined by universities but that are conducted primarily in schools with local supervisors. Conclusions were drawn from analyses of policy documents for the three universities. Furthermore, semi-structured interviews (n=25) with pre-service teachers and surveys (n=90) from the same cohorts have been collected. The results of the present study showed that the authorities involved provide general requirements about subject-specialized knowledge of assessment and grading for local deliberation. This approach can both create opportunities and challenges for academics. On the one hand, they are entrusted with the task of teaching students knowledge and understanding as well as the skills needed for implementing assessment. On the other hand, such an unrestricted mandate can involve threats to validity in that deliberations on the micro-, meso- and macro levels may vary. Pre-service teachers in our project faced similar challenges and where neither offered the same amount of instruction on campus for various language subjects, nor during practicum., Developing summative assessment literacy. A longitudinal study of pre-service and novice language teachers

The presentation provides some preliminary results depicting the expectations the Swedish curricula have regarding assessment literacy (AL) on EFL teachers in secondary school. It is part of a larger study comparing assessment literacy in Sweden and Finland. The main theoretical basis is thus AL and curriculum theory. The aim is to investigate: What is actually said in reference to assessment? Who is to be held accountable for what? What possibilities and challenges emerge in light of current assessment and curriculum theories? The method employed is text analysis ofareas regarding assessment practice in the curricula and how teachers assessment practice is construed and regulated as a consequence. In addition, curriculum theory is employed to elucidate the policies. Teachers seem to be accountable for the lion’s share of planning, conducting and evaluating assessment strategies. However, there are further demands on authorities and heads as well as on pupils for taking responsibility for assessing their own learning. Swedish school policy documents thus place high expectations on progressive assessment strategies as well as on the supervision of pupils self and peer assessment skills yet they leave considerable room for local deliberation, where the lines of responsibility are not as clear cut as one could expect.These challenges in understanding what is actually expected of teachers in relation to assessment practice have caused a large degree of uncertainty for teachers and is most likely the background to much of the current criticism of the curricula.