Section archive - Assessment & Evaluation
Page 15/18 179 items
This paper focuses on the development of the Collaboration Self-Assessment Tool (CSAT). The identification and practice of specific collaboration skills needed in a student teaching experience are emphasized. . The paper uses a case-study approach to describe how the tool can be used to enhance collaboration between a cooperating teacher and a teacher candidate.
Updated: Apr. 01, 2009
The Video Viewing Task: A Source of Information for Assessing and Addressing Teacher Understanding of Text-based Discussion
This article reports on the Video Viewing Task (VVT), an assessment designed to measure teachers' developing understanding of two reading comprehension instruction approaches: Reciprocal Teaching (Palincsar& Brown, 1984)) and Questioning the Author (Beck, McKeown, Hamilton, & Kucan, 1997). The VVT consists of video excerpts that teachers view and comment on during their viewing. The VVT also includes a series of questions to guide teachers' reflections after viewing.
Updated: Mar. 31, 2009
Assessment for Learning to Teach: Appraisal of Practice Teaching Lessons by Mentors, Supervisors, and Student Teachers
Supporting student teachers in learning to teach is a collaborative effort by mentor teachers, teacher education supervisors, and student teachers. Each of the participants appraises effort and progress in learning to teach from different perspectives, however. This study explores how practice lessons are assessed by multiple raters. Triad members (51 participants in total) rated a particular teaching performance in a lesson given by the student teacher.
Updated: Mar. 26, 2009
Portfolios are widely used as instruments for assessment in initial teacher education courses.The article reports on the design process of one portfolio assignment that has been developed specifically to capture students' classroom performance and development in their portfolio.
Updated: Mar. 26, 2009
Teachers’ Perceptions of Assessments of Their Mathematical Knowledge in A Professional Development Course
This article presents a project aimed to evaluate how assessing teachers’ mathematical knowledge within a professional development course impacted from the teachers’ perspective their learning and their experience with the course. 17 grade 5–9 teachers enrolled in the course participated in the study by completing written reflections and by describing their experiences in interviews. The authors learned that while their original intent was “to do no harm,” the teachers reported that their learning was enhanced by the assessment.
Updated: Feb. 04, 2009
Understanding How A Case-Based Assessment Instrument Influences Student Teachers’ Learning Approaches
In the current study, the authors examine student teachers’ learning approaches in the context of case-based assessment. Hereto, they investigated the direct effects of the student teachers’ general beliefs on the cognitive demands of assessment on their learning approaches. Also the student teachers’ perceptions of the cognitive demands of the case-based assessment instrument were considered as a mediating variable. The results indicate that the student teachers’ perception of the deep-level demands of the OverAll Test mediates the effect of their beliefs on the adoption of deep approaches to learning.
Updated: Jan. 26, 2009
This study concerns the relation between teachers’ beliefs towards teaching behaviour and their actual teaching behaviour in teacher portfolio assessment. The authors analysed the beliefs and behaviour of 18 teachers as described in their portfolios. In addition, each portfolio was independently assessed by two trained raters on eight content standards and the teachers’ classroom behaviour was assessed by their own students in a questionnaire.
Updated: Jan. 21, 2009
The present study explores the ways in which participating in a study group helped five US middle school teachers alter their construction of knowledge. The members came together to improve their knowledge on assessment for learning in response to school-level and district-level pressures.
Updated: Jan. 12, 2009
Assessment and Academic Identity: Using Embedded Assessment as an Instrument for Academic Socialization in Science Education
This research explores using a teaching approach that attempts to balance test preparation with creating “teachable moments” for students. This approach involves the use of a sequence of assessments to introduce topics through formative assessment in order to identify students’ understanding, and beginning instruction based on an evaluation of students’ knowledge and alternative conceptions. In an attempt to balance classroom instruction and large-scale test preparation, this science teacher attempted to use a teachable moment assessment approach as a teaching tool.
Updated: Dec. 17, 2008
Development of a performance assessment task and rubric to measure prospective secondary school mathematics teachers’ pedagogical content knowledge and skills
The article describes an assessment task designed to assess secondary school mathematics preservice teacher content knowledge skills. The task and rubric were developed in collaboration with five education faculty, four arts and sciences faculty, and four high school teachers over a period of one year.
Updated: Nov. 11, 2008