An Exploration of the Professional Standards for Pre-service Teacher Assessment Literacy in the United States: From the Perspective of External Quality Assurance

Assessment literacy, as a component of teachers' professional competence, cannot be cultivated and shaped without the teacher education institutions at the pre-service stage. While the United States pioneered the development of pre-service teacher assessment literacy, the actual implementation in teacher education institutions faces challenges. In response, a multi-stakeholder system involving government bodies, professional associations, educational corporations, and research institutions has emerged to establish professional standards. The balances among stakeholders, the integration of professional standards and the coordination of teaching training phases jointly ensure the quality of pre-service teacher assessment literacy. In the process of building a high-quality, professional teaching force in the new era, China can draw on the experiences therein to build a modernized external quality assurance system by strengthening localized research, encouraging multi-stakeholder participation, and promptly developing and updating standards.