International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Assessment & Evaluation
Page 4/18
177 items
31
This article focuses on students as podcast providers rather than receivers. It addresses the question, ‘Are learner-generated podcasts a useful approach to assessment?’
Published: 2014
Updated: Feb. 29, 2016
32
In this study, the authors inspected teachers’ online discussions of animations of classroom episodes realized with cartoon characters, looking at the difference in the content of conversation turns when members made evaluative comments and when they did not make evaluative comments. They were interested in finding out whether making evaluative comments correlated with participants’ reflection on their professional practice and proposal of alternative teaching actions. They found statistically significant evidence that the more the participants actively evaluated the teaching in the animations, the more they proposed alternative teaching actions and reflected on instructional practice.
Published: 2015
Updated: Dec. 28, 2015
33
In this article, the authors consider what can be learned from limited forms of evidence, for purposes of accountability and program improvement. They focus on examining whether differences in teacher value-added scores exist by type of teacher preparation institution attended and years of teacher experience.This study shows that there is potential in using value-added models as an additional form of evidence that can inform our understanding of the effectiveness of teacher preparation programs in producing teachers who can positively affect student learning. The authors concludes by arguing for collective responsibility among teacher education institutions, professional organizations, and state and local agencies as they respond to the demand for increased accountability.
Published: 2012
Updated: Dec. 16, 2015
34
This article reported on a study focuses on student teachers’ evaluations of a university teacher training programme in the context of a university–school partnership model. This model was integrated for the first time into the academic programme of a university teacher education department in Israel. The presented local case of a clinical, practice-driven professional programme within a research university model reflects the dual structural complexity described above, both pragmatically -in terms of allotting appropriate resources- and politically -in terms of its academic recognition. In addition, the findings of this study suggest that besides bridging theory and practice, the university coordinator functioned as a legitimate mediator between the university and the workplace.
Published: 2015
Updated: Dec. 07, 2015
35
This article evaluates the work of Gargani and Strong, who claim to have developed and validated an observation system that requires only 4 hr of training, but one that can identify effective teachers using just 20 min of one video-taped lesson. Although the authors find some aspects of their work as well done, they find, more generally, that their claims are premature and inflated. Their work suffers from several problems including inattention to relevant historical work, no demonstrated ecological validity, no working theory, and lacks a clear conception of what RATE is.
Published: 2015
Updated: Dec. 06, 2015
36
This article argues that because mobile technologies are overtaking personal computers as the primary tools of Internet access, new forms of teaching and assessment are required to foster 21st century literacies, including those needed by K–12 teachers. Mobile technologies' unique affordances for teaching and assessment can create unique distributed task environments for learning and assessment. The author illustrates SimSchool as an example of a computer simulation designed for teacher education that utilizes mobile computing affordances.
Published: 2014
Updated: Nov. 25, 2015
37
In this paper, the authors review the approaches taken in several states that have already estimated the effects of teacher preparation programs (TPP) and analyze the proposals for incorporating students’ test score gains into the evaluations of TPP by states that have received federal Race to the Top funds. They developed a framework to focus on three types of decisions that are required to implement these new accountability requirements: selection, estimation and reporting.
Published: 2012
Updated: Nov. 22, 2015
38
The goal of this study was to assess the value of A-level and international equivalents as a predictor of early achievement in higher education. The results show that the key predictor for academic performance is whether or not the students received a British education.
Published: 2014
Updated: Nov. 10, 2015
39
The purpose of this study was to better understand how Web 2.0 applications might impact learners’ motivation in higher education classrooms.The study explored college students’ motivational and outcome processing based on the theory of motivation, volition and performance. Based on 224 valid cases, the findings revealed that Web 2.0 applications might be effective in stimulating learners’ attention and supporting their confidence during the learning process. The findings further suggested that learners’ motivational processing could impact learners’ outcome processing that leads to continuous usage of Web 2.0 applications for learning.
Published: 2014
Updated: Nov. 10, 2015
40
This study will evaluate the engagement of students with the virtual learning environment (VLE) enhancements. The purpose of this evaluation is to relate a specific virtual framework, designed for students participating on biology modules contained in the Science Extended Degree (SED) course, with levels of student engagement. The results indicate that a substantial proportion of students completed all of these assessments, and this appears to be directly linked to attainment of higher grades. The findings reveal that the VLE model described here seems to be of major benefit to students as a learning tool. The findings were positive showing that time spent on the test was decreased as the course progressed and there was a positive attitude swing towards learning shown by the students.
Published: 2014
Updated: Oct. 27, 2015