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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176 items
1
This phenomenological research explores the opinions of social studies teacher candidates about self and peer assessment.
It is a descriptive study using qualitative data from a sample of 21 teacher candidates.
Research data were collected using a semi-structured interview and the researcher's observation notes.
The data were analysed using the descriptive content analysis method.
The findings showed that self and peer assessment could serve as a powerful learning activity rather than simply an assessment tool.
The results also indicated that self and peer assessment support the development of skills, such as self-regulation, critical thinking and decision-making.
Teacher candidates reported that self and peer assessment had positive effects, such as recognizing their own shortcomings, learning by sampling from peers’ work, constructive contribution to each other's work, comprehension of the skills and criteria that form the basis of assessment, being part of the assessment process, gaining assessment skills, recognizing individual differences and developing critical thinking skills.
Self and peer assessment facilitate the development of a learning environment that is more cooperative, participative and appropriate to the educational needs of initial teacher education students in the 21st century.
Published: 2020
Updated: Jan. 04, 2021
2
This article reports on the results of an exploratory study, based on an ‘intervention’, to determine pre-service teacher student responses to new feedback processes in an initial teacher education course.
The results indicated that responses to feedback varied considerably, ranging from those students who preferred more regular feedback mechanisms (such as criteria sheets and annotations on student scripts), to those who preferred a different approach that de-emphasised the role of assessor feedback, and encouraged critical self-reflection and ownership of the learning process in order to promote the development of tacit assessment knowledge.
The conclusions are that there is no one feedback mechanism that works best for all students, and that feedback processes are most effective when customised to individual students.
Published: 2020
Updated: Dec. 10, 2020
3
A convergent parallel mixed methods study investigated the potential of one teacher preparation approach for promoting candidate reflection.
Thirteen candidates participated in clinical field experiences and four corresponding seminar classes with guided video analysis activities.
Candidates were systematically guided through focusing on others before focusing on self and explicitly learned about a reflection continuum using an instructional framework to build prerequisite skills and ultimately improve reflective abilities.
Results of paired-sample t tests indicated candidates demonstrated significantly higher reflective ability scores over time as measured by a reflection checklist.
Qualitative analysis of structured interviews revealed candidates felt activities were
(a) a systematic approach to authentic growth,
(b) a challenging approach to necessary self-confrontation, and
(c) allowed for connections between self and other. Methodological triangulation was used to validate the findings.
Implications for teacher preparation research and practice are discussed.
Published: 2020
Updated: Oct. 26, 2020
4
The authors investigate whether the attention payed to students’ learning status predicts judgment accuracy of preservice teachers and whether this attention moderates the effect of student characteristics on judgment accuracy.
In a virtual classroom, 168 preservice teachers judged the math-performance of 12 students.
The attention allocation (AA) was operationalized twofold (“mean AA” and “student-specific AA”) both via log-file data.
Mean AA predicted the judgment accuracy (rank component) positively. A higher student-specific AA reduced the “level error”.
A moderating effect only occurs for student-specific AA but not for mean AA. We conclude that judgment accuracy can be improved through increased AA.
Published: 2020
Updated: Sep. 30, 2020
5
In many teacher preparation programs at institutions of higher education in the United States, pre-service teachers receive mentoring and constructive feedback during their internship placement from an experienced supervising teacher and a university coordinator.
Often the feedback loop is closed by asking interns, ‘was this useful?’
To better answer this question, researchers employed a phenomenological approach to collect interview and focus group data on the lived experiences, perceptions, and understandings of six pre-service special education interns during their internship experience.
Emerging themes included satisfaction with level of support provided by supervisory stakeholders, a feeling of isolation from peer support, special consideration of the components within the evaluation tool, and a request to be provided with additional background information for their assigned university coordinators.
These lessons were aggregated, presented, and then integrated into the experiences provided to forthcoming pre-service educators.
Published: 2020
Updated: Sep. 21, 2020
6
This qualitative multicase analysis investigated the role of “educational niceness” and “neutrality” in preservice English teacher feedback on sociopolitical issues in student writing.
As part of the field experiences for several English Language Arts (ELA) methods courses at two universities, one urban and one rural, the teacher-researchers used Google Docs and other technologies to connect preservice teachers (PSTs) with high school writers at a geographical distance so that urban-situated PSTs could mentor rural-situated writers and vice versa.
Five methods courses over two semesters served as cases, and 12 PSTs from those courses participated in focus groups.
Data included audio recordings of nine focus groups and PSTs’ digital responses to student writing.
Using thematic analysis, the authors explored how PSTs responded to sociopolitical perspectives in students’ writing — both engaging them and staying neutral.
Although authentic opportunities for responding to student writers supported PSTs’ critical reflection on teaching writing, analysis of PSTs’ responses indicate that such authentic practice may not be sufficient for preparing PSTs to navigate sociopolitical issues and may, in fact, exacerbate PSTs’ impulse to enact educational niceness.
Published: 2019
Updated: Apr. 18, 2020
7
This sequential explanatory mixed-methods study examines the impact of analytic rubric use in peer feedback on preservice teachers’ ability to recognize indicators of best practice for second language lesson planning and lesson delivery.
53 preservice teachers in a university-level, semester-long Teaching English to Speakers of Other Languages (TESOL) practicum course received direct instruction on indicators presented in the analytic rubrics.
They were then randomly assigned to control and experimental groups.
The experimental group used rubrics with the indicators during peer feedback tasks, while the control group used a modified rubric without the indicators.
The result from an independent samples t-test on posttest mean scores indicated a significant difference between groups for both lesson planning and lesson delivery, favoring the experimental group.
Qualitative data were also collected via written comments on the posttests and from focus-group interviews.
From thematic analyses of qualitative data, three key themes emerged, including specific tensions that resulted from the type of feedback preservice teachers desired and the type of feedback they were willing to give to their peers. These findings provide further insight into the use of analytic rubrics in peer feedback practices in second language teacher education (SLTE).
Published: 2019
Updated: Jan. 29, 2020
8
In this study, 19 special education teachers in California and Idaho each contributed three video-recorded classroom lessons.
Using rubric items designed to reflect efficacious instructional practices for teaching students with disabilities, school administrators and peers scored the teachers’ lessons.
Rater reliability and sources of error variance were examined using generalizability theory.
The authors found that peers were more reliable raters than school administrators, who did not have expertise in special education, and the school administrators’ ratings varied at the rubric items level. Implications for classroom observation systems are discussed by the authors.
Published: 2018
Updated: Jul. 25, 2019
9
This study examines ten preservice teachers’ use of Freiberg’s Person-Centered Learning Assessment (PCLA), a self-assessment measure.
The PCLA serves as an individualized resource for educators to assess their classroom teaching and learning particularly in the affective domain.
Study findings indicate that the 10 student teachers identified future pedagogical changes as a result of utilizing the PCLA, with eight student teachers specifically identifying changes in their classrooms prior to completion of the study. As explored in this study, self-assessments seem to provide novice educators with a unique form of feedback and have the potential to lead to deeper levels of pedagogical self-reflection and resulting changes.
Published: 2019
Updated: Jun. 05, 2019
10
The authors report on the development of two observation rubrics—secondary math and science—that embody the aims and values of their teacher education program, specifically, equity and humanizing pedagogy, and the results of their examination of the reliability of ratings of teaching practice generated using these rubrics.
They discuss the various sources of measurement error and the implications for further developing and using the observation rubric in their program.
Published: 2019
Updated: Jun. 02, 2019