Unraveling the Complex: Changes in Secondary Science Preservice Teachers' Assessment Expertise

This study examined the changes in assessment expertise of 11 secondary science preservice teachers over a 12-month teacher education program. Using the Construction-Use-Equity (CUE) framework, the study focused on three dimensions: constructing linked assessments, using assessments to support learning, and equitably assessing English learners. The findings showed that teachers' expertise evolved differently across these dimensions, with notable developments in aligning assessment tasks with learning objectives, expanding assessment strategies, adopting a formative view of assessment, and recognizing the role of language in assessment. Case studies highlighted challenges in balancing language and science content assessment and the decision to scaffold or reduce language use in assessments. The study aimed to enhance the understanding of assessment expertise and inform teacher preparation programs.