Purpose: Using the assessment literacy framework, the purpose of this study was to explore preservice teachers understanding and enactment of the message system during an early field experience. Method: Six PTs employed SE seasons totaling 540 min. Seven qualitative data methods were utilized. Data analysis included deductive and inductive analysis using a thematic approach. Trustworthiness included data triangulation, peer debriefing, negative case analysis, and the maintenance of an audit trail. Results: Three main themes derived from the data included: instructional decisions were driven by the SE model and informal assessment; formal assessment was driven by the structure of SE; and high assessment value but low assessment literacy. Discussion/Conclusion: The SE model drove PTs to use formal assessment, but primarily in an evaluative manner. The PTs lacked assessment literacy, felt pressure to follow the model, did not use assessment to inform teaching, and had concerns for future assessment use.

目的：本研究的目的是利用评估素养框架，探讨职前教师在早期现场经验中对信息系统的理解和制定。方法： 6 个 PT 采用 SE 季节，总计 540 分钟。使用了七种定性数据方法。数据分析包括使用主题方法的演绎和归纳分析。可信度包括数据三角测量、同行汇报、负面案例分析以及审计跟踪的维护。结果：从数据中得出的三个主题包括：教学决策由 SE 模型和非正式评估驱动；正式评估是由SE的结构驱动的；评估值高但评估素养低。讨论/结论： SE 模型促使 PT 使用正式评估，但主要以评估方式进行。 PT 缺乏评估素养，感受到遵循模型的压力，不使用评估来指导教学，并对未来评估的使用感到担忧。