Section archive - Assessment & Evaluation
Page 7/18 177 items
This article describes grade inflation as compromises the signaling value of grades and undermines their capacity to achieve the functions for which they are intended. Therefore, the authors argue that grade inflation must be understood in terms of the signaling power of grades. Analyzing data from four nationally representative samples, they find that in the decades following 1972: (a) grades have risen at high schools and dropped at 4-year colleges, in general, and selective 4-year institutions, in particular; and (b) the signaling power of grades has attenuated little, if at all.
Updated: Oct. 26, 2014
This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) from 2000 to 2012. This review focuses on the feedback that students receive within their coursework from multiple sources.
Updated: Oct. 07, 2014
This study explored how preservice teachers demonstrate evidence of cultural competence in the work sample. Using the Teacher Work Sample (TWS), a plan for instruction serving as a teacher performance assessment, the research examines the document for evidence of cultural competence. Twenty TWSs ultimately fell into four distinct categories designated as static, reactive, active, and proactive. The author concludes that this study found heavy evidence of recognition and response within the reactive, active, and proactive TWSs; however, teacher educators must take care to use multiple ways to measure the cultural competence of preservice teachers, and we need more research in this area.
Updated: Oct. 06, 2014
Year One Implications of a Teacher Performance Assessment’s Impact on Multicultural Education across a Secondary Education Teacher Preparation Program
This case study examines the impact of implementation of a standardized teacher performance assessment (TPA) on the infusion of multicultural education across a secondary education teacher preparation program. The findings reveal that teacher candidates exhibited movement toward the TPA’s objectives of supporting culturally and linguistically diverse learners by helping them to access core lesson content. However, at the same time teacher candidates observed a disconnect between the TPA and multicultural education-related topics and expressed desire for the opportunity to make such connections in class. The authors recommend to develop professional learning communities cultivate relational trust and transparent critical reflection on personal background, bias, institutional inequity, and examine the impact of each on the teaching and learning process.
Updated: Sep. 28, 2014
This article presents the results from ‘staged’ focus groups with lecturers and students from the UK and China that created a forum for a dialogue, where many of key ‘generic’ assessment task words and their interpretations were talked about. Results show very different interpretations, informed by factors such as ‘language’, ‘culture’ and ‘subject’. The authors suggest that these factors be used in an ‘anti-glossary’ approach, which they describe here.
Updated: Sep. 17, 2014
The purpose of this study was to determine how teachers rate themselves as compared to how students rate teachers. The authors used the Teacher Efficacy the External Influences Scale. This study demonstrates the utility of asking students to rate their teachers. In addition, the results indicate that students and teachers might perceive what influences students from different perspectives.
Updated: Sep. 01, 2014
This article is organised around three themes, each one illuminating half a century of historical life. The author concludes that the article underlines how comparison is becoming one of the main instruments of governance in contemporary societies.
Updated: Aug. 25, 2014
In this article, the author contrasts two motivation theories often used to guide thinking about teacher evaluation, in order to develop an overarching theory of how evaluation works. The external motivation theory relies on economics and extrinsic incentives, and the internal motivation uses psychology and intrinsic incentives. These theories and available evidence raise doubts about performance-based pay, but not the use of other extrinsic incentives.
Updated: Aug. 20, 2014
Exploring the Mathematical Knowledge for Teaching Geometry and Measurement through the Design and Use of Rich Assessment Tasks
In this article, the author describes the development of a series of tasks designed to investigate and measure teachers’ mathematical knowledge for teaching geometry and measurement. The author presents three design features for rich, open-response items that assess mathematical knowledge for teaching. The set of six two-dimensional geometry and measurement tasks embody these design features and illustrate the ways in which the tasks are grounded in the context of teaching, capture nuanced teacher performance, and measure common and specialized content knowledge. The examples of teacher performance on these tasks illustrate the ways in which the tasks can differentiate teacher performance.
Updated: Aug. 20, 2014
This article reports on the evaluation of a model for assessment of content knowledge used by researchers in the Problem-Based Learning (PBL) Project for Teachers of Science. These assessment strategy and scoring methodology result in scores for each teacher about the quality of their understanding of each Big Idea before and after PD. The compilation of scores by teacher facilitates assessment of the strength of teachers’ incoming knowledge and changes in their knowledge both in terms of number of Big Ideas and the clarity, accuracy, and completeness of that use. The assessment strategy offers advantages and limitations of this method.
Updated: Jul. 23, 2014