Section archive - Assessment & Evaluation
Page 9/19 189 items
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
In this longitudinal study, the authors investigate changes in teachers’ mathematics knowledge during a mathematics content course focused on real-world applications and during a content/pedagogy hybrid course designed specifically for elementary teachers. The authors used two popular assessments in the United States: (1) Learning Mathematics for Teaching (LMT) and (2) Diagnostic Teacher Assessments in Mathematics and Science (DTAMS). The findings reveal that teachers made large gains on both measures. However, the LMT better captured gains made during the hybrid course, whereas DTAMS better detected gains during the mathematics course. Furthermore, the patterns of change differed during the two courses, with the LMT scores increasing during the hybrid course only and the DTAMS scores increasing over the two courses.
Updated: Jul. 02, 2014
The authors review prior research on special education candidate assessment from 2000 to the present. They examine three primary domains: a) skills and knowledge related to academics, behavior, collaboration, and transition; b) dispositional factors, including attitudes about disability, inclusion, and diversity; and c) authentic, field-based assessments, including measures of candidates’ impact on students and their induction experiences.
Updated: Jun. 25, 2014
The purpose of this article is to offer the validity and reliability evidence for teacher science content assessments developed as part of the Diagnostic Teacher Assessments of Mathematics and Science (DTAMS) project. It was found that validity was strengthened by systematic synthesis of relevant documents, extensive use of external reviewers, and field tests with 900 teachers during assessment development process. The subsequent results from 4,400 teachers, analyzed with Rasch IRT modeling techniques, offer construct and concurrent validity evidence.
Updated: May. 18, 2014
The authors propose that educative assessment materials that highlight students’ science writing can provide a framework to help teachers evaluate the growth of their students’ science understanding. The authors identified three educative features of this assessment that seemed both valuable to teachers and worthy of further study. The authors noted two main ways that teachers began to make instructional decisions based on considering their students’ responses on the educative assessments. The authors' experiences developing and implementing these two aspects of the LISELL project have implications for theory, research, and practice in how to support teachers’ and students’ engagement with language-rich science inquiry.
Updated: Apr. 08, 2014
The authors wanted to find out more about student teachers’ understandings of Master’s-level work in relation to teacher education. In addition, they wanted to discover if working at Master’s level during the course of their PGCE changed their perceptions of its value at all. The authors therefore decided to survey the students about their experiences during the PGCE year. The authors conclude that they focused on the processes of understanding teaching and learning, which are most effective when the collaborative and social dimensions of professional learning are developed with the skills of critical reflection and research literacy. This combination enables teachers to problematise their learning contexts and develop complex understandings of teaching and learning.
Updated: Apr. 01, 2014
This article claims that the administration and management of education came to depend on the work of community to solve problems and develop governance and control across the sites and work of education.
Updated: Oct. 09, 2013
This essay aims to provide an overview of the challenges of accounting for students with disabilities (SWDs) and English learners (ELs) in the evaluation of mainstream teachers. The authors focus on the two prominent indicators of teaching quality—classroom observations and value-added scores. The authors conclude with recommendations for states and districts to ensure that teacher evaluation systems adequately and fairly account for these students.
Updated: Sep. 17, 2013