Search results for: Performance based assessment
Page 1/3 24 items
“In LANTITE, No One Can Hear You Scream!” Student Voices of High-Stakes Testing in Teacher Education
This article investigates pre-service teachers’ experiences of undertaking Literacy and Numeracy Test for Initial Teacher Educators (LANTITE), a high-stakes literacy and numeracy test for initial teacher education students. In this mixed methods study, 189 initial teacher education students from 28 Australian universities participated in an online questionnaire, with 27 students going on to take part in semi-structured telephone interviews. Indicative findings give voice to those most impacted by the implementation of LANTITE in 2017, revealing student concerns about the processing and return of results, and test anxiety. This study provides a unique insight into the experiences of completing this high-stakes test.
Updated: Sep. 24, 2021
High-Stakes Assessment in an Elementary Teacher Preparation Program: A Case Study of Multiple Stakeholders
In response to increased accountability demands placed on teacher preparation programs across the US, some programs are using standardized teacher performance assessments, such as edTPA. A recent mandate for this study’s elementary teacher preparation program is teacher candidates’ successful completion of edTPA for teacher certification. A case study design explored the experiences and views of multiple stakeholders (instructors, supervisors, administrators, teacher candidates, and cooperating teachers, N = 60) as they engaged in edTPA. Data were collected via two surveys and individual interviews. The effects of edTPA were visible across the data in a variety of ways, as stakeholders found the assessment overwhelming, often taking precedence because of its high-stakes nature. Changes were questioned, as this program was already held in high regard and produced high-quality teachers prepared for urban school contexts. Analysis of the interview data revealed three themes: Assets of edTPA, edTPA-produced Changes, and Not a Fair Measure.
Updated: Sep. 23, 2021
Judgment accuracy of preservice teachers regarding student performance: The influence of attention allocation
The authors investigate whether the attention payed to students’ learning status predicts judgment accuracy of preservice teachers and whether this attention moderates the effect of student characteristics on judgment accuracy. In a virtual classroom, 168 preservice teachers judged the math-performance of 12 students. The attention allocation (AA) was operationalized twofold (“mean AA” and “student-specific AA”) both via log-file data. Mean AA predicted the judgment accuracy (rank component) positively. A higher student-specific AA reduced the “level error”. A moderating effect only occurs for student-specific AA but not for mean AA. We conclude that judgment accuracy can be improved through increased AA.
Updated: Sep. 30, 2020
edTPA (Educative Teacher Performance Assessment) is designed to strengthen teacher professionalization and provide a framework for program redesign. However, using a national assessment to shift the content of local programs is challenging because of their inherent organizational complexity. In this article, the authors focus on this complexity, using a systems lens to analyze edTPA implementation at a large, public university. Employing a mixed-methods case study design, they survey 250 teacher educators and candidates to understand how they interpret the demands of edTPA and how their varied perspectives impact each other. They interview a stratified, purposive subset of participants to explore mechanisms underlying quantitative findings. They find substantial internal variation in edTPA implementation that translates into differential support for candidates. This variation could not be explained by duration of implementation of edTPA. Varied perspectives may stem from distinct perceptions of teacher educators’ professional roles and the role they see edTPA playing in teacher professionalization.
Updated: Jul. 21, 2020
Investigating the Impact of edTPA Professional Development on Classroom Practice and Student Teaching Experience
In this study, the authors examined the impact of an edTPA professional development workshop designed specifically for cooperating teachers (CT) on cooperating teacher practice and teacher candidate edTPA assessment scores. They found that teacher candidates placed with CTs who have received edTPA professional development can benefit from increased CT knowledge about the edTPA assessment.
Updated: May. 30, 2019
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.
Updated: Feb. 06, 2018
Teacher Performance Assessment (edTPA): An Instructor’s Development and Evaluation of an Embedded Signature Assessment in an Early Childhood Literacy Course
This paper describes an assignment piloted in an early childhood literacy class as an embedded signature assessment. The article has three goals: to explain the context that led to the development of the assignment, to describe how the assignment was created and piloted, and to describe the methodology and results of an action research project intended to collect data on candidates’ perceptions of the challenges and value of the assignment.
Updated: Feb. 29, 2016
This article explores whether emotional intelligence predicts student teacher performance. This study found that teacher emotional intelligence was not a predictor of student teacher performance. It also found that prior academic attainment and gender were not a good predictor of teacher performance.
Updated: Nov. 11, 2015
In this article, the authors will introduce the notion of selection pressures and its impact on an evolutionary process, illustrating how special education teacher education has changed or evolved. They discuss these changes in the context of the 21st century and contextualize this explanation by representing special education teacher education as an avatar, thereby borrowing from the virtual world. They borrow concepts from natural science and the virtual world to help promote a new understanding of the nature of special education teacher education.
Updated: Jul. 30, 2015
The present paper develops the familiar metaphor of teaching as performance towards a definition of teaching as performative act, where words and actions aim to effect cognitive, affective, and behavioral changes in learners. Through the lens of speech act theory, the author argues that teaching consists of pedagogical perlocutions—speech acts whose observed and unobserved effects on learners exceed authorial intention and scientific prediction. The author concludes by considering the ways in which these definitions of effects and effectiveness are themselves the performative effects of performance-based teacher assessment regimes.
Updated: May. 17, 2015