Search results for: Evaluation methods
Page 4/5 42 items
This article explores the possible role of teaching portfolios as an effective tool both for the negotiation of identity and for the demonstration of teaching competence. Through examining the perceptions of teachers who are in their first five years of teaching, the authors seek to re-frame teaching portfolios in relation to repertoires of practice, a sociocultural historical phrase referring to shared competencies within a given community. The authors conclude that this re-framing enables novice teachers to understand competencies as the repertoires of the teaching profession and that they can enact these repertoires, or competencies, through a range of different practices.
Updated: Sep. 05, 2010
Development of Instruments to Assess Teacher and Student Perceptions of Inquiry Experiences in Science Classrooms
This study describes the development of two instruments, the Principles of Scientific Inquiry- Teacher (PSI-T) and the Principles of Scientific Inquiry-Student (PSI-S), to investigate the extent to which students are engaged in scientific inquiry. As a result of the instrument development process employed, each finalized instrument consisted of 20-items separated into five categories. Based on the analyses completed, the instruments appear to be useful instruments for use in comprehensive assessment packages for assessing the extent to which students are experiencing inquiry in science classrooms.
Updated: Aug. 29, 2010
A central component in pre-service teacher training is teaching practice and feedback. In some cases, feedback results in disquiet and tension . Many researchers attribute this tension to the incompatibility of the assessment and development roles that the trainer must perform. However, this research suggests that tension may also be rooted in a difference in expectation amongst trainers and trainees about the purpose and performance of feedback.
Updated: Aug. 03, 2010
In this article, the authors present a model for how technology can provide more observations about student learning than current assessments. To illustrate this approach, the authors describe their early research on using immersive technologies to develop virtual performance assessments. In their work in developing virtual inquiry curricula, the authors developed the ability to allow students to collect data on change over time, and to conduct experiments where time can be fast-forwarded. These capabilities allow for rich learning experiences
Updated: Jul. 04, 2010
Proceed With Caution: Interactive Rules and Teacher Work Sample Scoring Strategies, an Ethnomethodological Study
The author analyzed a set of 10 transcripts of Teacher Work Sample scoring conversations to identify patterns in scorer interaction. Interactive rules and strategies are identified and implications and cautions offered for the use of work samples, particularly for high-stakes assessment.
Updated: May. 25, 2010
Alignment is a means for understanding the degree to which different components of an educational system work together to support a common goal. Alignment research is one method to demonstrate that state organizations, districts, and schools send a consistent message to teachers and students about what is required. The authors (1) discuss the importance of alignment for facilitating proper assessment and instruction, (2) describe the three most common methods for evaluating the alignment between state content standards and assessments, (3) discuss the relative strengths and limitations of these methods, and (4) discuss examples of applications of each method.
Updated: Feb. 21, 2010
The purpose of this article is to describe a process and protocol for researchers to follow when using concept maps as a research tool. To illustrate the viability of concept maps as a research tool, specific steps and examples are provided. The examples are from a research study that investigated the conceptual change of pre-service and in-service teachers after participation in special and general education courses using multimedia case-based instruction.
Updated: Jan. 12, 2010
New Regimes of Truth: The Impact of Performative School Self Evaluation Systems on Teachers' Professional Identities
This paper develops a Foucauldian analysis of interview data from a single case study site to illustrate the ways that new regimes of truth are created within schools and to consider the impact of disciplinary systems on teachers' professional identities.
Updated: Dec. 09, 2009
The study presents a historical background of teacher education in Jordan. It also outlines the components of the present teacher education program at Hashemite University. Based on the discussion of the current teacher education program and the revision of related educational literature, this article attempts to present a reform plan that will take into account the gaps and shortcomings in the current teacher education programs and the views of researchers in the field.
Updated: Oct. 28, 2009
Mentors' Written Lesson Appraisals: The Impact of Different Mentoring Regimes on the Content of Written Lesson Appraisals and the Match with Pre-Service Teachers' Perceptions of Content
Written lesson appraisals (WLAs) by mentors 30 of pre-service teachers experiencing two different mentoring regimes in an English university teacher education program were selected for analysis. The WLAs were analyzed for their length and content using professional knowledge categories derived from pre-service teacher perceptions of the content of WLAs.
Updated: Jun. 01, 2009