ABSTRACT
This chapter is about assessment as partnership in a teacher education context. Upon completing a first-year foundations course, 29 preservice teachers reflected upon their face-to-face and virtual experiences of assessment. They were asked, “What was your experience of assessment as partnership?” Data for this study consisted of preservice teachers’ responses to this question, as well as teacher educator reflections on the practice of establishing assessment partnerships. The theory of noticing framed the study, and a phenomenological approach revealed three themes: (a) previous assessment experiences have a strong pull, (b) participation and contributions during group discussions were uneven, and (c) feelings of discomfort arise during the process of co-construction in assessment. Implications include the challenges and affordances of creating assessment partnerships between teacher educators and preservice teachers.
