Search results for: Teacher evaluation
Page 2/3 24 items
To evaluate the impact of the emergent national teacher performance assessment (TPA) on student teachers (STs), this study examined a pilot implementation at one university in Washington State during Spring 2011. The findings reveal that there are some potential benefits to the TPA that may positively affect student and teacher learning. The finding show that STs report greater levels of reflection enabling them to better focus on student thinking. Similarly, university supervisors see the TPA as an opportunity to shift the analysis of teaching episodes to the ST, thereby developing more complex pedagogical thinking in teacher candidates.
Updated: Nov. 12, 2014
The purpose of this article is to offer the validity and reliability evidence for teacher science content assessments developed as part of the Diagnostic Teacher Assessments of Mathematics and Science (DTAMS) project. It was found that validity was strengthened by systematic synthesis of relevant documents, extensive use of external reviewers, and field tests with 900 teachers during assessment development process. The subsequent results from 4,400 teachers, analyzed with Rasch IRT modeling techniques, offer construct and concurrent validity evidence.
Updated: May. 18, 2014
Assessment of Teacher Competence using Video Portfolios: Reliability, Construct Validity, and Consequential Validity
In a post-graduate teacher education program, the assessment of video portfolios was evaluated for its reliability, construct validity, and consequential validity. Although video portfolio facilitated a reliable and valid assessment of teacher competencies, procedures to improve assessment quality were also revealed and discussed.
Updated: Jun. 27, 2012
Stimulating Professional Learning through Teacher Evaluation: An Impossible Task for the School Leader?
This study explores the importance of transformational and instructional leadership for the feedback utility and teachers’ professional learning. The results showed that active leadership supervision directly influences the feedback utility and teachers’ professional learning.
Updated: Jun. 26, 2012
This article describes a proposal drawing on qualitative data produced during lesson study cycles to assess teachers’ development of technological pedagogical content knowledge. The qualitative data sources include teachers’ written lesson plans, university faculty members’ reviews of lessons, transcripts and videos of implemented lessons, and recordings and transcripts of debriefing sessions about implemented lessons.
Updated: Aug. 23, 2011
In this study, the authors administered two instruments designed to assess and predict teacher effectiveness, the Teacherinsight Interview (TI) and the Renaissance Teacher Work Sample (TWS). The authors asked whether the TWS could serve as a significant predictor of the Tl score. The participants were 396 teacher candidates. This study showed that Praxis Principles of Learning and Teaching scores are significantly correlated with TWS score and TI score. Furthermore, certification level was significantly related to both TI and TWS total scores. However, a stepwise regression revealed only two variables -- certification level and Praxis PLT score -- as significant predictors of TI scores.
Updated: Jun. 26, 2011
Experienced Teachers’ Strategies for Assessing Nature of Science Conceptions in the Elementary Classroom
The current study investigated the nature of science (NOS) assessments K-4 classroom teachers developed for measuring students’ understandings of NOS elements. The authors collected copies of teachers’ action research designs, lesson plans, and assessment tools, conducted classroom observations and made field notes of their science instruction and assessments. The authors found that experienced teachers designed a variety of strategies for assessing NOS conceptions that differed by grade level.
Updated: May. 13, 2011
This article describes the process of teacher identification, selection, initial training, and on-going professional development that has developed at the Illinois Virtual High School (IVHS) over the past seven years. Some of the issues within the hiring process and professional development that the IVHS continues to struggle are examined including teacher certification and the changing nature of technology. The article concludes with a recommendation that teacher education programs assist in addressing these challenges to support IVHS and other virtual schools.
Updated: Sep. 27, 2010
Teachers' Perception of the New Teacher Evaluation Policy: A Validity Study of the Policy Characteristics Scale
Teachers' perception of the educational policy is vital to understand the success or failure of the policy's implementation. In this article, the authors describe the development and use of the Policy Characteristics Scale to measure teachers' perception of a new teacher evaluation policy. Implications for policy makers and school leaders are discussed.
Updated: Dec. 16, 2009
This article illuminates the value of conceptualizing the desirable dispositions of the teacher as virtues through distinguishing such dispositions-as-virtues from other dispositions and from personality traits. Dispositions as virtues are qualities achieved by the individual’s initiative, in the face of obstacles, and are intrinsically motivated. The article describes dispositions under the three categories of character, intellect, and care. Finally, the article argues that student teachers can then create self-assessment protocols for each disposition-as-virtue to enhance understanding and professional growth.
Updated: Sep. 23, 2009