Section archive - Assessment & Evaluation
Page 3/19 188 items
Evaluating Special Education Teachers’ Classroom Performance: Rater Reliability at the Rubric Item Level
In this study, 19 special education teachers in California and Idaho each contributed three video-recorded classroom lessons. Using rubric items designed to reflect efficacious instructional practices for teaching students with disabilities, school administrators and peers scored the teachers’ lessons. Rater reliability and sources of error variance were examined using generalizability theory. The authors found that peers were more reliable raters than school administrators, who did not have expertise in special education, and the school administrators’ ratings varied at the rubric items level. Implications for classroom observation systems are discussed by the authors.
Updated: Jul. 25, 2019
This study examines ten preservice teachers’ use of Freiberg’s Person-Centered Learning Assessment (PCLA), a self-assessment measure. The PCLA serves as an individualized resource for educators to assess their classroom teaching and learning particularly in the affective domain. Study findings indicate that the 10 student teachers identified future pedagogical changes as a result of utilizing the PCLA, with eight student teachers specifically identifying changes in their classrooms prior to completion of the study. As explored in this study, self-assessments seem to provide novice educators with a unique form of feedback and have the potential to lead to deeper levels of pedagogical self-reflection and resulting changes.
Updated: Jun. 05, 2019
Measuring Teaching Quality of Secondary Mathematics and Science Residents: A Classroom Observation Framework
The authors report on the development of two observation rubrics—secondary math and science—that embody the aims and values of their teacher education program, specifically, equity and humanizing pedagogy, and the results of their examination of the reliability of ratings of teaching practice generated using these rubrics. They discuss the various sources of measurement error and the implications for further developing and using the observation rubric in their program.
Updated: Jun. 02, 2019
Linking Student Achievement to Teacher Preparation: Emergent Challenges in Implementing Value Added Assessment
The authors describe challenges that were confronted around the deployment of Louisiana’s value-added assessment of teacher preparation programs. Their discussion is organized around the challenges emerging from calculation, communication, and change. The discussion provides information that policy makers and teacher education leaders, rather than analysts, might find useful, and focuses on the types of challenges that a state or university system can expect to encounter in developing a value-added assessment. They describe decisions made in response to specific challenges that appear to have been successful and some that in retrospect appear to have been mistakes.
Updated: May. 29, 2019
Supporting University Content Specialists in Providing Effective Professional Development: The Educative Role of Evaluation
This study examines formative evaluation recommendations that the authors made to four different professional development (PD) projects over three years. The results of this study show that formative feedback can impact PD design and implementation. The results of this study suggest that evaluation efforts can take on a new purpose – the PD of professional developers. The authors argue that as evaluators, they interpreted what they know about PD from the research and acted as conduits of empirical findings to the PD project teams. Hence, their recommendations reflected their own knowledge and beliefs about PD, which, as active teacher education researchers, were well rooted in the PD research literature.
Updated: Oct. 11, 2018
The present study describes an assessment technique, named Assessment360, which can be implemented during coursework to prepare future teachers to be reflective practitioners. The study explores students’ perceptions of Assessment360. The findings suggested that students indicated Assessment360 potentially encouraged reflection, collaboration, and feedback.
Updated: Jul. 05, 2018
Measuring Preservice Teacher Self-Efficacy in Music and Visual Arts: Validation of an Amended Science Teacher Efficacy Belief Instrument
This study aimed to adapt the well-established Science Teaching Efficacy Belief Instrument- B (STEBI-B) for preservice teachers and to pilot the new instrument to determine its validity and reliability in The Arts. The authors argue that this study offers new contributions to the field of educational measurement in The Arts, specifically in measuring primary preservice teacher self-efficacy for learning areas like music and visual arts. The findings reveal that Arts Teaching Efficacy Belief Instrument (ATEBI) had good internal consistency and re-test reliability on the personal teaching efficacy scale. Furthermore, it was found that ATEBI had good validity statistics using ANOVAs on all scales.
Updated: May. 01, 2018
Enhancing International Postgraduates’ Learning Experience with Online Peer Assessment and Feedback Innovation
This article describes a Higher Education Academy Economics Network-funded research examined academic and international students' experience of innovative online peer assessment and feedback. The findings reveal that the innovative tools, like PeerMark, facilitate a simple but powerful educational principle for international students. Furthermore, the authors found that the heterogeneity in assessors’ ability levels may not affect the confidence of international students in online peer assessment.
Updated: Feb. 06, 2018
This study examines the correlation between supervisors' predictions and students' performance grades. The authors found a correlation between the high- and low-performing candidates’ grades in university course work and their scores on the performance assessment. However, the authors found differences between supervisor predictions and actual scores on the performance assessment. The results reveal that the majority of candidates whose supervisors predicted failure did not fail, and the majority of candidates who did fail had been predicted to pass.
Updated: Feb. 06, 2018
Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates' Assessment Literacy Development
This study aimed to explore the pedagogical conditions that supported teacher candidates’ learning about assessment. This study revealed four pedagogical constructs that teacher candidates perceived as effectively supporting their learning. These constructs were (a) perspective-building conversations, (b) praxis: connecting theory to practice, (c) modeling: practice what you preach, and (d) critical reflection and planning for learning. These pedagogies constitute a basis for articulating the ‘‘how’’ of assessment education. Each of these constructs served to connect assessment theory, practice, and philosophy together to support a multifaceted understanding of assessment in education.
Updated: Oct. 18, 2017