Learning to Love Assessment.

Abstract

I had not set out to be a teacher, and so I had not really studied education in any meaningful way. I had not student taught. Had I done those things, however, I am not convinced that my evolution as a teacher would have been remarkably different. In either case, my long apprenticeship as a student (Lortie, 1975) would likely have dominated any more recent knowledge I might have acquired about what it means to be a teacher. I simply played school in the same way that young children play house—by mimicking what we think the adults around us do.

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