Section archive - Assessment & Evaluation
Page 11/18 178 items
In this article, the authors examine how assessments in schools that participated in a class size reduction program intersected with forces of accountability. The goal of this article is to broaden the understanding of what it means for schools and teachers to be held accountable for student learning and to discuss how different accountability frameworks affect instructional practices in classrooms. The research took place in nine elementary schools across South and Central Wisconsin. The authors identify three aspects of assessment practices that affect this intersection: alignment, audience, and action.
Updated: Oct. 27, 2011
So NOT Amazing! Teach For America Corps Members’ Evaluation of the First Semester of Their Teacher Preparation Program
The purposes of this study were (1) to explore the aforementioned differences in quality ratings of courses and instructors and (2) to examine what items on the student evaluation instrument could be used to identify salient constructs that are most necessary to meet the needs of Teach For America (TFA) students. The participants were TFA students who were teaching on an alternative teaching certificate, as compared with traditional students who were enrolled in the same methods courses with the same instructors. The findings reveal that TFA students did in fact rate their courses and instructors significantly lower than did their non-TFA peers.
Updated: Oct. 24, 2011
The goal of this article is to generate a portrait of the evidence on instruction that identifies strengths and gaps in the literature and that summarizes what this research base says about the relationship between classroom instruction and student outcomes. It was found that more than half the studies used data more than a decade old; few studies examined instruction during important transition years such as sixth and ninth grade; and subject area emphasis was lopsided, with mathematics and science instruction receiving much greater attention than English/Language Arts and Social Studies. The summary also revealed a repeated finding of low-SES students receiving diminished learning opportunities than more affluent peers.
Updated: Oct. 23, 2011
Assessment of, for, and as Learning Within Schools: Implications for Transforming Classroom Practice
The current study explored teachers' and administrators understanding and use of “assessment of, for, and as learning”. The sample consisted of 18 administrators and 20 teachers from two school districts in southern Ontario, Canada. One of the key findings from this study is that teachers in both panels tended to over-emphasize assessment of learning techniques, whereas a minority used assessment for and as learning on a consistent basis.
Updated: Jul. 26, 2011
In this study, the authors administered two instruments designed to assess and predict teacher effectiveness, the Teacherinsight Interview (TI) and the Renaissance Teacher Work Sample (TWS). The authors asked whether the TWS could serve as a significant predictor of the Tl score. The participants were 396 teacher candidates. This study showed that Praxis Principles of Learning and Teaching scores are significantly correlated with TWS score and TI score. Furthermore, certification level was significantly related to both TI and TWS total scores. However, a stepwise regression revealed only two variables -- certification level and Praxis PLT score -- as significant predictors of TI scores.
Updated: Jun. 26, 2011
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
Troubles with Grades, Grading, and Change: Learning from Adventures in Alternative Assessment Practices in Teacher Education
In this article, the authors are teacher educators who explore their own attempts to transform teacher–student relations by altering traditional grading practices. Using actor-network theory, the authors examine the social effects produced across and throughout a school of education when they changed the meaning and significance of grades. he findings reveal the deeply ingrained and broadly interconnected role that traditional understandings of grades play in defining and stabilizing identities and responsibilities.
Updated: Apr. 04, 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
The present paper is based on a project in which the author, as a critical friend, worked with six engineering teachers in a Masters program in Machine Engineering in order to stimulate their reflection on their own teaching and learning as a way of developing their scholarship of teaching. The purpose of the study is to investigate the author's values, beliefs and professional practices and how these might have been challenged or changed as a result of being a critical friend to the engineering teachers.
Updated: Feb. 01, 2011
Is the Grass always Greener? The Effect of the PISA Results on Education Debates in Sweden and Germany
The current article describes the political debates that comparative international studies such as the Programme for International Student Assessment have given rise to in Germany and Sweden. As a result of the assessments, both countries have gone outside their borders in order to find new models and policy norms. The article analyzes whether or not the debate on educational policy in the two countries plays a role in policy borrowing.
Updated: Jan. 25, 2011