International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Assessment & Evaluation
Page 2/18
177 items
11
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
12
The authors describe challenges that were confronted around the deployment of Louisiana’s value-added assessment of teacher preparation programs.
Their discussion is organized around the challenges emerging from calculation, communication, and change.
The discussion provides information that policy makers and teacher education leaders, rather than analysts, might find useful, and focuses on the types of challenges that a state or university system can expect to encounter in developing a value-added assessment.
They describe decisions made in response to specific challenges that appear to have been successful and some that in retrospect appear to have been mistakes.
Published: 2019
Updated: May. 29, 2019
13
This study examines formative evaluation recommendations that the authors made to four different professional development (PD) projects over three years. The results of this study show that formative feedback can impact PD design and implementation. The results of this study suggest that evaluation efforts can take on a new purpose – the PD of professional developers. The authors argue that as evaluators, they interpreted what they know about PD from the research and acted as conduits of empirical findings to the PD project teams. Hence, their recommendations reflected their own knowledge and beliefs about PD, which, as active teacher education researchers, were well rooted in the PD research literature.
Published: 2016
Updated: Oct. 11, 2018
14
The present study describes an assessment technique, named Assessment360, which can be implemented during coursework to prepare future teachers to be reflective practitioners.
The study explores students’ perceptions of Assessment360. The findings suggested that students indicated Assessment360 potentially encouraged reflection, collaboration, and feedback.
Published: 2015
Updated: Jul. 05, 2018
15
This study aimed to adapt the well-established Science Teaching Efficacy Belief Instrument- B (STEBI-B) for preservice teachers and to pilot the new instrument to determine its validity and reliability in The Arts. The authors argue that this study offers new contributions to the field of educational measurement in The Arts, specifically in measuring primary preservice teacher self-efficacy for learning areas like music and visual arts. The findings reveal that Arts Teaching Efficacy Belief Instrument (ATEBI) had good internal consistency and re-test reliability on the personal teaching efficacy scale. Furthermore, it was found that ATEBI had good validity statistics using ANOVAs on all scales.
Published: 2017
Updated: May. 01, 2018
16
This article describes a Higher Education Academy Economics Network-funded research examined academic and international students' experience of innovative online peer assessment and feedback. The findings reveal that the innovative tools, like PeerMark, facilitate a simple but powerful educational principle for international students. Furthermore, the authors found that the heterogeneity in assessors’ ability levels may not affect the confidence of international students in online peer assessment.
Published: 2016
Updated: Feb. 06, 2018
17
This study examines the correlation between supervisors' predictions and students' performance grades. The authors found a correlation between the high- and low-performing candidates’ grades in university course work and their scores on the performance assessment. However, the authors found differences between supervisor predictions and actual scores on the performance assessment. The results reveal that the majority of candidates whose supervisors predicted failure did not fail, and the majority of candidates who did fail had been predicted to pass.
Published: 2015
Updated: Feb. 06, 2018
18
This study aimed to explore the pedagogical conditions that supported teacher candidates’ learning about assessment. This study revealed four pedagogical constructs that teacher candidates perceived as effectively supporting their learning. These constructs were (a) perspective-building conversations, (b) praxis: connecting theory to practice, (c) modeling: practice what you preach, and (d) critical reflection and planning for learning. These pedagogies constitute a basis for articulating the ‘‘how’’ of assessment education. Each of these constructs served to connect assessment theory, practice, and philosophy together to support a multifaceted understanding of assessment in education.
Published: 2013
Updated: Oct. 18, 2017
19
In this paper, the authors (a) examine changes in preservice teacher perceptions of teaching confidence and teaching experience resulting from simSchool use, and (b) report findings from recent studies of a new proposed measure for simSchool data, pedagogical balance. Findings from two studies show that preservice teachers significantly (p < .05) improve pedagogical balance and increase awareness of effective teaching skills through simSchool training.
Published: 2015
Updated: Aug. 09, 2017
20
This study investigated the effect selected extrinsic variables have on survey data collected to determine the efficacy of, and improve, teacher preparation programs. The authors conducted two studies. The findings reveal that study 1 addressed the most frequent argument, that more coursework would improve assessment data. California does not allow an undergraduate major in education so credentials are added on to degrees in other subjects and programs are also limited to preparation that can be completed in one year. The results of Study 2, however, showed no clinically significant correlation between the principals’ evaluation of the CSU graduates’ preparation program and the characteristics of schools in which they taught during their first year.
Published: 2012
Updated: May. 09, 2017