Assessment & Evaluation (188 items)To section archive

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This paper explores the experience of emotion for eight preservice teachers as they learn to assess their students while concurrently being assessed. This qualitative study utilised semi-structured interviews and assessment-related artefacts. Findings indicate that emotional engagement influenced preservice teachers’ assessment decision making. The teachers also experienced emotional reactions as in turn they were assessed. This paper argues for the need of preservice teachers to be cognisant of the influence of emotion on themselves and their work, to allow them to better rationalise their assessment decision making and reflect on their practice.
Published: 2021
Updated: Nov. 18, 2021
As part of a larger mixed-method study on teacher evaluation, this paper explores how cultural and socio-political contexts of the Israeli Arab public schools inform principals’ high-stakes evaluation processes for attaining tenure. Concepts from micropolitical theory were used to analyse data from in-depth semi-structured interviews with twenty novice teachers and twenty principals. Findings from the qualitative data suggest that power relations and contextual features of Israeli-Arab society such as collectivism and face-keeping direct how decisions are made and limit the work of the actors involved. The study provides insights into how principals exercise their power to attain what they interpret as teacher quality while evaluating teachers, and how the latter interpret such power relations in their local contexts. It also suggests the need for substantive groundwork in preparing prospective teachers for the high-stakes teacher evaluation processes that characterise the Israeli-Arab education system and the efforts to maintain teacher quality.
Published: 2021
Updated: Nov. 02, 2021
The current study reports the process by which one of the largest teacher preparation institutions in the Western U.S. assesses teacher candidates’ professional dispositions throughout their teacher preparation programs through the use of a survey developed by the university. The survey is completed by teacher candidates, mentor teachers, and supervising faculty. Results were analyzed using a Generalized Estimated Equations Model. Results indicated a slight increase in mean scores over time and mentor teachers rated students higher than the students rated themselves. No significant difference in mean scores was found between teacher candidates and supervising faculty. Reliability and validity of the instrument and results are discussed. Lastly, implications for the use of the Professional Dispositions Qualities (PDQ) instrument for accreditation purposes are discussed.
Published: 2021
Updated: Oct. 20, 2021
The present study investigates the effect of the Flipped Classroom (FC) model on the academic achievement and motivation levels of preservice teachers enrolled on the Teaching Principles and Methods (TPM) course, which is a higher education-level knowledge course in the teaching profession. A quasi-experimental design was adopted for the study, and the opinions of the participants of the course were taken at the end of the implementation process. The experimental group took the 14-week TPM course based on a FC model, while no intervention was made in the control group, which completed the process based on the current curriculum. In the experimental group, an interactive and controlled online learning environment was used to access the FC videos. Based on the findings of the study, it was found that the academic achievement and motivation levels of the preservice teachers in the experimental group were significantly higher than those in the control group. The preservice teachers expressed that the FC model provided them with the opportunity to put their knowledge into practice, while also improving their teaching skills and ensuring their active participation in the lesson. Their criticisms of the model, on the other hand, related mostly to the technical problems they encountered.
Published: 2021
Updated: Oct. 11, 2021