Search results for: Performance based assessment
Page 2/2 20 items
Critical Examination of Candidates’ Diversity Competence: Rigorous and Systematic Assessment of Candidates' Efficacy to Teach Diverse Student Populations
The authors discuss the inadequacy of current assessment practices to measure teacher candidates’ competence to teach diverse students. The authors present two new scales to measure teachers’ competence to teach diverse populations. The Teachers’ Sense of Inclusion Efficacy Scale (I– TSES), and the Teachers’ Sense of Diversity Efficacy Scale (D–TSES). These two efficacy instruments based on the highly reliable and valid Teachers’ Sense of Efficacy Scale (TSES). The authors argue that teacher education programs that integrate all three scales—TSES, I–TSES, and D–TSES—into their systematic program assessment would be able to more comprehensively address candidates’ diversity competence.
Updated: Jun. 18, 2013
Negotiating Implementation of High-Stakes Performance Assessment Policies in Teacher Education: From Compliance to Inquiry
In this article, the authors describe the strategic response of one teacher education program to the challenges of implementing a set of new high-stakes state teaching performance assessment policies. These state policy mandates were perceived by faculty and staff to intrude strongly on the integrity of local program values and practices. In a strategic effort to negotiate the tension between these perceptions and the institutional necessity of implementing the new policies, the authors developed an approach to policy implementation aimed at shifting the discourse of implementation from a focus on compliance to a focus on inquiry.
Updated: Feb. 29, 2012
In this article, the authors describe a set of research and assessment strategies used to evaluate program outcomes in the Stanford Teacher Education Programme during a period of program redesign over the course of a decade. The authors conclude that the measures of teacher effectiveness are unlikely to help teacher educators improve programs without a rich array of other tools that reveal how specific experiences support candidates in developing useful practices.
Updated: May. 26, 2011
Standards-Based Performance Assessment for the Evaluation of Student Teachers: A Consequential Validity Study
The study was conducted to evaluate the consequential validity of the instrument Samples of Teaching Performance (STP). The participants in the study were 20 supervisors and 62 student teachers from three elementary and five secondary teacher preparation programs in Chile. Student teachers described how this assessment had honed their sense of professionalism and promoted learning of the skills assessed. Supervisors reported enlarging the topics discussed with student teachers and making some changes to the supervisory process.
Updated: Mar. 22, 2011
Assessment plays an integral role in teaching and learning in higher education and teachers have a strong interest in debates and commentaries on assessment as and for learning. This article reports on a project experimenting with interview panels as authentic assessment with preservice early childhood teachers. At the end of their first semester of study, students enrolled in the Graduate Diploma of Education program at the Queensland University of Technology in Australia were required to participate in a panel interview where they were graded by a panel made up of three faculty staff and one undergraduate student. Results indicated that both students and staff valued the experience and felt it was authentic.
Updated: Sep. 02, 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
In this article, the authors describe the requirements of standard 9 of the National Science Teachers Association Standards for Science Teacher Preparation. This standard is designed to ensure that science teacher preparation programs provide preservice science teachers with the knowledge and skills to understand and successfully engage students in a safe and ethical manner.
Updated: Jan. 12, 2010
This research study was designed to inform the development of a new teacher assessment model. This study focused on induction teachers and their mentors/administrators. The findings suggested that participants could find examples of key attributes in videos of teaching practice.
Updated: Nov. 16, 2009
Engaging with Faculty to Develop, Implement, and Pilot Electronic Performance Assessments of Student Teachers Using Mobile Devices
This paper discusses the development and implementation of a technology-supportedstudent teacher performance assessment that supports integration with a larger electronic assessment system. Of the 20 supervisors who were invited to the field test, 18 completed the survey and 8 participated in the focus group. Supervisors were overwhelmingly positive about the experience, the value of the updated assessments, and the ongoing plans to support field observations with mobile technologies. However, issues related to training, support, and trust loom largely for successful adoption, diffusion, and successful use of technology-supported assessments.
Updated: Oct. 27, 2009
Lost in Translation: Using Video Annotation Software to Examine How A Clinical Supervisor Interprets and Applies A State-Mandated Teacher Assessment Instrument
This case study examines the reasoning of a clinical supervisor as she assesses preservice teacher candidates with a state-mandated performance assessment instrument. The supervisor’s evaluations were recorded using video annotation software . The clinical supervisor was asked to annotate the teaching videotapes of three preservice teachers. Findings indicate that the clinical supervisor found it difficult to interpret rubric criteria, often made tenuous claims about candidates’ performance, and tended to require students to design lessons that were artificial demonstrations of mandated competencies.
Updated: Oct. 21, 2009