Search results for: Assessment
Page 8/9 89 items
The article discusses the disposition of preservice teachers in early childhood education. The University of Memphis created a checklist called the Early Childhood Education Behaviors & Dispositions Checklist which defines proper and improper behaviors and norms for preservice teacher dispositions.
Updated: Jun. 23, 2008
Portfolio assessment is the topic of the study, which aimed to find a more rigid standard to operate within a uniform line in rating appraisals. The authors look for practices in portfolio appraisals in search of criteria in rating the quality of portfolio materials. In the context of teacher education, they find authentic portfolio document to be rated by different assessors to gauge and compare their quality of rating and criteria use.
Updated: Jun. 12, 2008
The article examines educators' ethical judgments in relation to assessment. Results showed strong agreement among the educators on fewer than half of the scenarios presented in this study, reflecting the lack of consensus on the topic.
Updated: May. 27, 2008
Strategies of preservice teachers in real learning situations are explored in this article. The strategies of real learning situations are recorded in a diary and compared with others. Findings indicate that use of diaries has a positive effect on knowledge acquisition and serve as a valuable learning tool.
Updated: May. 21, 2008
Building a framework for determining the authenticity of instructional tasks within teacher education programs
The article describes a system of evaluating instructional tasks used within a teacher education program. The authors devise five criteria: The instructional task, teacher performance, student-involvement, knowledge of practice, self reflection and formative process.
Updated: Mar. 31, 2008
Interrogating Classroom Relationships and Events: Using Portraiture and Critical Race Theory in Education Research
The article explores the use of the methods of portraiture and critical race theory (CRT) to evaluate success and failure in urban classrooms. Used in combination, the author believes that the methods evoke the personal, professional and political features of race, gender and class in education research and create possibilities for reform.
Updated: Mar. 23, 2008
A comparative analysis reveals that assistance and assessment can coexist. Participating in assessment and evaluation did not prevent mentors from forming trustworthy relationships, although it sometimes made that more challenging. In both programs mentors were highly regarded teachers, carefully chosen, with extensive professional expertise. They earned respect by establishing credibility as useful support providers. Mentors addressed novices’ concerns, but they also assessed how new teachers were meeting students’ learning needs. In both programs, new teachers set professional goals and were expected to demonstrate progress towards those goals.
Updated: Mar. 09, 2008
Involving Science Teachers in the Development and Implementation of Assessment Tools for “Science for All” Type Curricula
10 teachers from 10 high schools in Israel participated in an alternative assessment of a new high-school science curriculum. An evaluation study was conducted at the start of the workshop and at its completion to determine if the workshop goals were attained. Teachers felt more self-confident following the workshop, and students felt that their involvement in decisions improved their sense of responsibility for their achievement. In addition, the new interdisciplinary curriculum requires a professional development program that will stimulate teachers’ creativity and diversify the instructional strategies that they use in the classroom.
Updated: Feb. 19, 2008
The article describes a study of peer assessment of science teaching skills. Preservice teachers taught science topics as a team to their peers and were assessed by them and their instructor, according to an assessment form provided by their instructor. Peer scores were analyzed and although the assessment scores were higher than the scores given by the instructor, reliability analysis revealed that the students assessed their peers' science teaching performance reliably.
Updated: Feb. 17, 2008
This case study explored asynchronous online discussions, assessment processes, and the meaning students derived from their experiences in five online graduate courses at the Colleges of Education of two Midwestern higher education institutions. The findings suggest that asynchronous online discussions facilitate a multidimensional process of assessment demonstrated in the aspects of structure, self-regulatory activities, learner autonomy, learning community and student writing skills.
Updated: Feb. 10, 2008