Section archive - Assessment & Evaluation
Page 1/20 195 items
The closure of schools across the globe due to the Covid-19 pandemic had the potential to have a catastrophic impact on a fundamental pillar of initial teacher education: school placement. This paper maps a new “site” of professional practice for “school placement” called “Teacher Online Programme” (TOP) using Xu and Brown’s (2016) conceptual framework of teacher assessment literacy in practice. Its main focus lies in the integration of the assessment baseline knowledge into the programme under the seven elements proposed by the framework. A case study methodology informed the approach taken. Data was collected and analysed in three phases: the Teaching Online Programme Year 3 (TOP3) initiative; Student-teacher and Tutor Questionnaires and Student-teacher and Tutor focus group interviews. The findings highlight the complex and multifaceted process of building teacher assessment identity which nests in the larger purposes for education. They encourage an emergentist and collaborative approach to assessment knowledge and view working in communities of practice as a threshold for creativity and innovation.
Updated: Aug. 08, 2022
Assessing digital nativeness in pre-service teachers: Analysis of the Digital Natives Assessment Scale and implications for practice
Digital native, the term ubiquitously used to describe contemporary learners, is fraught with debate over its meaning and measurement. The Digital Natives Assessment Scale (DNAS) was developed and validated to measure digital nativeness. This study extends the DNAS validation discussion with data from 178 participants in three teacher preparation programs in the United States. Confirmatory factor analysis results indicate the data fully fit neither Teo’s validated 21-item, 4-factor model, nor a theorized 30-item, 4-factor model. Further analyses showed the DNAS may not address the factors of digital nativeness. Discussion contributes dialog to the ongoing and growing critique of the construct. Future research within educational technology and beyond should focus on alternative conceptualizations of contemporary learners and educators.
Updated: Aug. 03, 2022
Designing and validating an assessment inventory for online language teacher education accountability
Education accountability and its building components has been the focal point and yet a convoluted issue. The current study aims to give a comprehensive account of indicators of education accountability in e-learning. To this end, this two-phase study was conducted on Iranian English as Foreign Language context. The first phase was qualitative in nature and aimed at identifying the indicators through conversation analysis of stored interviews with 9 distinguished English as foreign language teachers who hold online EFL teacher training courses in three different language centers in Tehran, Iran. Open coding and thematic analysis via Nvivo software on the interviews made the building blocks of the second phase of this study which was designing and validating a questionnaire for assessing educational accountability in e-learning. The researcher-made questionnaire was subject to reliability and validity issues. Therefore, the researcher-made questionnaire was piloted with 122 EFL teachers. The results of factor analysis indicated that factors loaded on accountability to teaching profession, to society, to student teacher, to teacher educators, to leadership, and to learning outcomes. The results also indicated that the present questionnaire enjoys sound and acceptable psychometric properties. The results have significant implications for teaching practitioners.
Updated: Jul. 11, 2022
Through investigating the experience of e-portfolio use by pre-service teachers (PSTs), this article provides significant evidence about the high-quality implementation of e-portfolios in higher education. The reasons behind the participants’ success in an e-portfolio-based unit is explored. In particular, the research explores the reasons why several participants were more successful than others when using e-portfolios. This is the first research that has examined PSTs perspectives on e-portfolio-based learning within constructivism, students’ approach to learning (SAL), the 3 P model (presage, process, and product) of learning, and self-regulated learning (SRL). This article aims to examine the efficacy of e-portfolios as an evidence-based strategy for the demonstration of pre-service teachers (PSTs) teaching philosophy. PSTs (N = 73) used e-portfolios to demonstrate their understanding of the Australian Institute of Teaching and School Leadership (AITSL) standards in their teacher education program. The participants in this research presented samples of evidence about teaching philosophy, internship, and professional development experiences to cover professional knowledge, professional practice, and professional engagement in their e-portfolios. The reported research in this article is part of a larger research project and in accordance with the applied theoretical framework, gives a central focus on how PSTs perceive, conceive, and interpret the e-portfolios at universities.
Updated: May. 11, 2022
Key competencies straddle an educational reform that has taken on a central role within the European Union. However, there is a lack of empirical instruments aimed at assessing preservice teachers’ opinion of competency-based policies, their self-evaluation regarding such policies, and their understanding of the intended rationale behind competency mandates. Instruments with similar aims in other contexts suffer psychometric shortcomings. Therefore, the authors’ aim was to design an instrument to examine primary preservice teachers’ beliefs about the role of key competencies in education, self-evaluate their understanding of the concept of key competencies, and determine if they understood the intended interdisciplinary focus. A three-phase pilot (n = 295, n = 277, n = 263) was carried out with each phase aimed at progressively improving the instrument’s psychometric soundness. Drawing from data obtained from the third pilot, the psychometric scale properties are reported for a much-needed assessment tool.
Updated: Feb. 10, 2022
The current study examined multiple factors in predicting whether preservice teachers felt self-efficacious for instructing lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students. Among the predictive factors, heterosexist beliefs had the strongest relationship with self-efficacy for teaching LGBTQ students, with participants who reported lower levels of heterosexism demonstrating higher self-efficacy. Contrary to expectations, general teacher self-efficacy was not a strong predictor of self-efficacy for teaching LGBTQ students. Implications for these findings suggest that teacher-training programs should include components that focus on developing preservice teachers’ abilities to work with LGBTQ students, including addressing future educators’ heterosexist beliefs.
Updated: Jan. 25, 2022
Utilizing SIOP lesson video demonstrations as a springboard for reflection: A collaborative self-study of EL teachers
This collaborative self-study explored three graduate students’ perceptions of the benefits and challenges of viewing, editing, and sharing lesson demonstrations based on Sheltered Instruction Observation Protocol (SIOP). The researchers also examined how university instructors could promote reflection through the lesson demonstration process. The study consisted of four qualitative forms of data collection. First, the researchers interviewed participants regarding their experiences viewing, editing, and sharing their videos. Then, they examined participants’ written reflections of their lesson demonstration, focusing on best practices for teaching English learners (ELs). Using the constant comparative method, they coded the interview transcripts, participant reflections, and instructor feedback. Researchers performed a document analysis of course materials (e.g., instructions, rubrics, lesson plan templates) to better understand and contextualize participants’ perceptions of the lesson demonstration process within the course. The findings indicated that participants benefited from the process in a variety of ways, while experiencing minimal or no challenges. In reviewing and editing the footage, participants expressed how they were able to view their teaching from a new vantage point and identify unique opportunities for future growth from other professional development strategies. Due to participants’ limited sharing of the video, this stage of the process was not fully explored.
Updated: Dec. 05, 2021
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.
Updated: Nov. 18, 2021
Teacher evaluation policy in Arab-Israeli schools through the lens of micropolitics: implications for teacher education
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.
Updated: Nov. 02, 2021
Professional Dispositions of Teacher Candidates: Measuring Dispositions at a Large Teacher Preparation University to Meet National Standards
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.
Updated: Oct. 20, 2021