Using evidence from a national survey and earlier literature, Schafer and Lissitz note that the time spent by teachers in assessment activities is not reflected in their evaluation skills nor in their prep aration programs. Prospective teachers receive limited preparation in assess ment procedures despite the existence of well-developed recommendations from professional groups vis-a-vis as sessment objectives for preprofessional training. The authors suggest that cur ricular change be evidenced in teacher preparation programs to ensure that teachers have adequate assessment skills.
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