Section archive - Assessment & Evaluation
Page 14/18 179 items
The purpose of this study is to determine whether 'following recommendations' as a result of an AfL (to teach) is influenced differentially by a performance perspective as compared to a learning perspective on assessment by the assessor. The study was conducted in The Netherlands within one large institute of primary teacher education with 163 student teachers in the first year of their four-year programme of practice teaching. Findings of this study show that both assessment orientations are ill-related to acceptance of feedback and a subsequent following of recommendations.
Updated: Dec. 02, 2009
This study focuses on the goal of enhancing student reflection and learning with the key objective being to determine whether a structured reflective tool can enhance students' ability to engage in a reflective cycle. Three cohorts of first year teacher education students in an Australian university were examined over three years.
Updated: Nov. 09, 2009
Preparing Teachers to Make the Formative Assessment Process Integral to Science Teaching and Learning
Formative assessment provides a means to successfully scaffold learning. Unfortunately, few teachers understand the pedagogical implications of such scaffolding or their role in utilizing formative assessments. The purpose of this study was to develop an understanding of the experience of being a teacher that is seeking to improve learning through formative assessment and using that understanding to improve our practices in teacher education.
Updated: Nov. 03, 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
Responding to the Challenges Posed by Summative Teacher Candidate Evaluation: A Collaborative Self-Study of Practicum Supervision by Faculty
This collaborative self-study describes how two new faculty members responded to the challenges posed by the teacher candidate evaluation process. Methods used included formal tape-recorded discussions during meetings of the self-study group of newly hired faculty, email correspondence, field notes, feedback from public forums about their work, and teacher candidate insights concerning the practicum evaluation process conducted by faculty.New strategies were developed to address the tensions associated with using summative evaluations in a formative framework and to improve practice during faculty practicum supervision.
Updated: Aug. 25, 2009
This study provides findings on assessments used to determine candidates' knowledge of pedagogy at program entry and exit. The general question this study explored was: What claims can be made about the knowledge and skills of early childhood teacher candidate graduates? Pre- and post-assessments were administered to 147 EC-4 teacher candidates to measure the growth of their knowledge from program entry to exit.
Updated: Jun. 11, 2009
This study documents ethical conflicts faced by teachers in the United States regarding assessment of students. The most frequently mentioned assessment topics causing conflict included grading, standardized testing, and special populations. These findings suggest that explicit guidelines for defining and avoiding unethical behavior would be helpful to teachers in developing their assessment practices.
Updated: Jun. 10, 2009
Students' reactions to the intersection between ongoing experiences in the university classroom and student teaching constitute the formative component of learning assessment called self-assessment. Student reactions constituted evidence for final self-evaluation, the summative component of self-assessment. The implementation of a self-evaluation protocol in a science methods course provided the focus for a descriptive and interpretive study.
Updated: Jun. 10, 2009
Models of Cognition for Students With Significant Cognitive Disabilities: Implications for Assessment
With the advent of the No Child Left Behind Act (2002 ), all students, including students with significant cognitive disabilities, must be included in measures of large-scale educational assessment and accountability. This article addresses the application of the assessment triangle developed by the National Research Council (Pellegrino, Chudowsky, & Glaser, 2001). Specifically, the article focuses on the first vertex of the assessment triangle, that of cognition, to examine characteristics of students with significant cognitive disabilities in representing what they know.
Updated: May. 20, 2009
Assessment Policy and Practice Effects on New Zealand and Queensland Teachers' Conceptions of Teaching
Teachers' thinking about four conceptions of teaching (i.e., apprenticeship-developmental, nurturing, social reform, and transmission) were captured using the Teaching Perspectives Inventory (TPI). Two surveys were conducted among 241 New Zealand and 784 Queensland primary teachers and 614 Queensland secondary teachers. The results from the surveys found acceptably fitting models.
Updated: Apr. 30, 2009