Publication Date



Assessment of literacy learning has been a long-standing focus for future teachers in elementary education. Teacher educators use ongoing written reflection to promote learning before, during, and after coursework and field experiences. In this study, the researchers examined the effects of ongoing written reflection on two groups of novice teachers’ knowledge, beliefs, and skills about literacy assessment in a semester-long graduate-level literacy assessment course with embedded fieldwork. First, the researchers conducted qualitative and descriptive analyses to examine what novice teachers reflected about in their ongoing written reflections. Second, they conducted comparative analyses to examine the extent to which the two groups differed in what they reflected about. Qualitative and descriptive analysis of written reflections revealed four prominent categories in which novice teachers reflected: (a) content knowledge related to literacy assessment, (b) beliefs about literacy assessment, (c) empathy and perspective-taking in the literacy assessment and instruction process, and (d) instructional planning and decision making. Comparative analyses revealed significant differences between the two groups of novice teachers in all four categories.