International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Assessment & Evaluation
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189 items
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This collaborative self-study explored three graduate students’ perceptions of the benefits and challenges of viewing, editing, and sharing lesson demonstrations based on Sheltered Instruction Observation Protocol (SIOP).
The researchers also examined how university instructors could promote reflection through the lesson demonstration process.
The study consisted of four qualitative forms of data collection.
First, the researchers interviewed participants regarding their experiences viewing, editing, and sharing their videos.
Then, they examined participants’ written reflections of their lesson demonstration, focusing on best practices for teaching English learners (ELs).
Using the constant comparative method, they coded the interview transcripts, participant reflections, and instructor feedback.
Researchers performed a document analysis of course materials (e.g., instructions, rubrics, lesson plan templates) to better understand and contextualize participants’ perceptions of the lesson demonstration process within the course.
The findings indicated that participants benefited from the process in a variety of ways, while experiencing minimal or no challenges.
In reviewing and editing the footage, participants expressed how they were able to view their teaching from a new vantage point and identify unique opportunities for future growth from other professional development strategies.
Due to participants’ limited sharing of the video, this stage of the process was not fully explored.
Published: 2021
Updated: Dec. 05, 2021
2
This paper explores the experience of emotion for eight preservice teachers as they learn to assess their students while concurrently being assessed.
This qualitative study utilised semi-structured interviews and assessment-related artefacts.
Findings indicate that emotional engagement influenced preservice teachers’ assessment decision making.
The teachers also experienced emotional reactions as in turn they were assessed.
This paper argues for the need of preservice teachers to be cognisant of the influence of emotion on themselves and their work, to allow them to better rationalise their assessment decision making and reflect on their practice.
Published: 2021
Updated: Nov. 18, 2021
3
As part of a larger mixed-method study on teacher evaluation, this paper explores how cultural and socio-political contexts of the Israeli Arab public schools inform principals’ high-stakes evaluation processes for attaining tenure.
Concepts from micropolitical theory were used to analyse data from in-depth semi-structured interviews with twenty novice teachers and twenty principals.
Findings from the qualitative data suggest that power relations and contextual features of Israeli-Arab society such as collectivism and face-keeping direct how decisions are made and limit the work of the actors involved.
The study provides insights into how principals exercise their power to attain what they interpret as teacher quality while evaluating teachers, and how the latter interpret such power relations in their local contexts.
It also suggests the need for substantive groundwork in preparing prospective teachers for the high-stakes teacher evaluation processes that characterise the Israeli-Arab education system and the efforts to maintain teacher quality.
Published: 2021
Updated: Nov. 02, 2021
4
The current study reports the process by which one of the largest teacher preparation institutions in the Western U.S. assesses teacher candidates’ professional dispositions throughout their teacher preparation programs through the use of a survey developed by the university.
The survey is completed by teacher candidates, mentor teachers, and supervising faculty.
Results were analyzed using a Generalized Estimated Equations Model.
Results indicated a slight increase in mean scores over time and mentor teachers rated students higher than the students rated themselves.
No significant difference in mean scores was found between teacher candidates and supervising faculty.
Reliability and validity of the instrument and results are discussed.
Lastly, implications for the use of the Professional Dispositions Qualities (PDQ) instrument for accreditation purposes are discussed.
Published: 2021
Updated: Oct. 20, 2021
5
The present study investigates the effect of the Flipped Classroom (FC) model on the academic achievement and motivation levels of preservice teachers enrolled on the Teaching Principles and Methods (TPM) course, which is a higher education-level knowledge course in the teaching profession.
A quasi-experimental design was adopted for the study, and the opinions of the participants of the course were taken at the end of the implementation process.
The experimental group took the 14-week TPM course based on a FC model, while no intervention was made in the control group, which completed the process based on the current curriculum.
In the experimental group, an interactive and controlled online learning environment was used to access the FC videos.
Based on the findings of the study, it was found that the academic achievement and motivation levels of the preservice teachers in the experimental group were significantly higher than those in the control group.
The preservice teachers expressed that the FC model provided them with the opportunity to put their knowledge into practice, while also improving their teaching skills and ensuring their active participation in the lesson.
Their criticisms of the model, on the other hand, related mostly to the technical problems they encountered.
Published: 2021
Updated: Oct. 11, 2021
6
This article describes the development of an embedded, multi-semester internship that incorporated an intensive field experience delivered in partnership with a local district.
It was theorized that the activities associated with the internship and the related partnership have the potential to be a powerful way to structure teacher learning to impact theory-practice connections and improve candidates’ efficacy for teaching and learning.
Preliminary data collection in the form of surveys and focus group meetings have revealed positive outcomes, including perceptions of readiness to teach and the development of relationships between various stakeholders.
Subsequent analyses will examine the impact on observable classroom behaviors, performance on the edTPA, and impact on teacher self-efficacy.
Published: 2021
Updated: Oct. 08, 2021
7
“In LANTITE, No One Can Hear You Scream!” Student Voices of High-Stakes Testing in Teacher Education
This article investigates pre-service teachers’ experiences of undertaking Literacy and Numeracy Test for Initial Teacher Educators (LANTITE), a high-stakes literacy and numeracy test for initial teacher education students.
In this mixed methods study, 189 initial teacher education students from 28 Australian universities participated in an online questionnaire, with 27 students going on to take part in semi-structured telephone interviews.
Indicative findings give voice to those most impacted by the implementation of LANTITE in 2017, revealing student concerns about the processing and return of results, and test anxiety.
This study provides a unique insight into the experiences of completing this high-stakes test.
Published: 2020
Updated: Sep. 24, 2021
8
In response to increased accountability demands placed on teacher preparation programs across the US, some programs are using standardized teacher performance assessments, such as edTPA.
A recent mandate for this study’s elementary teacher preparation program is teacher candidates’ successful completion of edTPA for teacher certification.
A case study design explored the experiences and views of multiple stakeholders (instructors, supervisors, administrators, teacher candidates, and cooperating teachers, N = 60) as they engaged in edTPA.
Data were collected via two surveys and individual interviews.
The effects of edTPA were visible across the data in a variety of ways, as stakeholders found the assessment overwhelming, often taking precedence because of its high-stakes nature.
Changes were questioned, as this program was already held in high regard and produced high-quality teachers prepared for urban school contexts.
Analysis of the interview data revealed three themes: Assets of edTPA, edTPA-produced Changes, and Not a Fair Measure.
Published: 2021
Updated: Sep. 23, 2021
9
Teacher candidates are required to learn substantial fundamental and practical knowledge often within short, fast-paced initial teacher education (ITE) programs.
This study examined assessment education through a case study of 35 teacher candidates enrolled in an assessment/evaluation concentration at one Canadian institution.
Using a slow movement framework with Fink’s (2013) significant learning experiences taxonomy, pedagogies were analyzed that provoked slow and significant learning.
Findings from multiple data sources revealed trends in significant learning across program phases and pedagogical conditions, including authentic course assessments, cycles of coursework and placements, and collaboration.
Directions for future research and ITE programming are provided.
Published: 2021
Updated: Sep. 02, 2021
10
Use of video as a representation of practice in teacher education is commonplace.
The current study explored the use of a new format (360 video) in the context of preservice teachers’ professional noticing.
Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video.
In addition, using a virtual reality headset to view the 360 videos led to different patterns in where preservice teachers looked in the recorded classroom, and to increased specificity of mathematics content from the scenario.
Thus, findings and results support the use of 360 video in teacher education to facilitate teacher noticing.
However, future research is needed to further explore this novel technology.
Published: 2021
Updated: Aug. 16, 2021