Assessment & Evaluation (174 items)To section archive
Reflecting on Others Before Reflecting on Self: Using Video Evidence to Guide Teacher Candidates’ Reflective Practices
A convergent parallel mixed methods study investigated the potential of one teacher preparation approach for promoting candidate reflection. Thirteen candidates participated in clinical field experiences and four corresponding seminar classes with guided video analysis activities. Candidates were systematically guided through focusing on others before focusing on self and explicitly learned about a reflection continuum using an instructional framework to build prerequisite skills and ultimately improve reflective abilities. Results of paired-sample t tests indicated candidates demonstrated significantly higher reflective ability scores over time as measured by a reflection checklist. Qualitative analysis of structured interviews revealed candidates felt activities were (a) a systematic approach to authentic growth, (b) a challenging approach to necessary self-confrontation, and (c) allowed for connections between self and other. Methodological triangulation was used to validate the findings. Implications for teacher preparation research and practice are discussed.
Updated: Oct. 26, 2020
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
In many teacher preparation programs at institutions of higher education in the United States, pre-service teachers receive mentoring and constructive feedback during their internship placement from an experienced supervising teacher and a university coordinator. Often the feedback loop is closed by asking interns, ‘was this useful?’ To better answer this question, researchers employed a phenomenological approach to collect interview and focus group data on the lived experiences, perceptions, and understandings of six pre-service special education interns during their internship experience. Emerging themes included satisfaction with level of support provided by supervisory stakeholders, a feeling of isolation from peer support, special consideration of the components within the evaluation tool, and a request to be provided with additional background information for their assigned university coordinators. These lessons were aggregated, presented, and then integrated into the experiences provided to forthcoming pre-service educators.
Updated: Sep. 21, 2020
“I Didn’t Want to Make Them Feel Wrong in Any Way”: Preservice Teachers Craft Digital Feedback on Sociopolitical Perspectives in Student Texts
This qualitative multicase analysis investigated the role of “educational niceness” and “neutrality” in preservice English teacher feedback on sociopolitical issues in student writing. As part of the field experiences for several English Language Arts (ELA) methods courses at two universities, one urban and one rural, the teacher-researchers used Google Docs and other technologies to connect preservice teachers (PSTs) with high school writers at a geographical distance so that urban-situated PSTs could mentor rural-situated writers and vice versa. Five methods courses over two semesters served as cases, and 12 PSTs from those courses participated in focus groups. Data included audio recordings of nine focus groups and PSTs’ digital responses to student writing. Using thematic analysis, the authors explored how PSTs responded to sociopolitical perspectives in students’ writing — both engaging them and staying neutral. Although authentic opportunities for responding to student writers supported PSTs’ critical reflection on teaching writing, analysis of PSTs’ responses indicate that such authentic practice may not be sufficient for preparing PSTs to navigate sociopolitical issues and may, in fact, exacerbate PSTs’ impulse to enact educational niceness.
Updated: Apr. 18, 2020