Section archive - Assessment & Evaluation
Page 10/18 177 items
Prediction Assessments: Using Video-Based Predictions to Assess Prospective Teachers’ Knowledge of Students’ Mathematical Thinking
In this article, the authors have designed a new assessment instrument in order to evaluate the effectiveness of an experimental elementary mathematics field experience course. The findings suggest that prediction assessments effectively evaluate the pedagogical content knowledge that authors are seeking to foster among the prospective teachers.
Updated: Oct. 21, 2012
The current paper argues that the study of attitudes and persuasion is very important in teacher education. The elaboration likelihood model (ELM) of persuasion provides an integrative framework to analyze empirical evidence from a five-year study, which conducted in the Republic of Ireland.
Updated: Aug. 28, 2012
Assessment of Teacher Competence using Video Portfolios: Reliability, Construct Validity, and Consequential Validity
In a post-graduate teacher education program, the assessment of video portfolios was evaluated for its reliability, construct validity, and consequential validity. Although video portfolio facilitated a reliable and valid assessment of teacher competencies, procedures to improve assessment quality were also revealed and discussed.
Updated: Jun. 27, 2012
Assessment of a University-Based Distance Education Mentoring Program from a Quality Management Perspective
In this article, the authors describe and evaluate the efficacy of a unique program designed to mentor university faculty in online instruction. In the DEMP, learning about teaching online takes place when faculty members who possess superior knowledge of instructional design serve as mentors. The mentors engage with protégés, professors who are newer or less experienced in online education. The results of this study indicate that the DEMP is effective.
Updated: May. 29, 2012
In this study, the authors examined whether critical reflections within the portfolio could provide evidence of teachers’ engagement in reflection-based inquiry as well as levels of development of reflection. 51 teachers who enrolled to in a graduate-level program in a college of education. Data consisted of five sets of required prompted reflections that were written for the program portfolio. Analysis of the reflections revealed that teachers’ incorporation of inquiry changed as they proceeded through the coursework.
Updated: Apr. 02, 2012
Negotiating Implementation of High-Stakes Performance Assessment Policies in Teacher Education: From Compliance to Inquiry
In this article, the authors describe the strategic response of one teacher education program to the challenges of implementing a set of new high-stakes state teaching performance assessment policies. These state policy mandates were perceived by faculty and staff to intrude strongly on the integrity of local program values and practices. In a strategic effort to negotiate the tension between these perceptions and the institutional necessity of implementing the new policies, the authors developed an approach to policy implementation aimed at shifting the discourse of implementation from a focus on compliance to a focus on inquiry.
Updated: Feb. 29, 2012
This paper describes the logistics and process to conduct a play-based assessment (PBA) within the context of an early childhood special education (ECSE) assessment course required for early childhood education (ECE) and ECSE students. The paper describes the characteristics of the participating students and PBA children and families. The article also elaborates the three components of the PBA process: assessing, teaming and reflecting. Furthermore, the article addresses the difficulties along with possible solutions for each of these three components.
Updated: Jan. 05, 2012
This article presents a particular framework of teachers’ conceptions about assessment in school. Fifty teachers of primary and secondary school were interviewed. The results allowed building a model of conceptions of assessment. This model comprises four dimensions about the effects of assessment on: teaching, learning, accountability of teachers and schools to different audiences and stakeholders, and the certification of achievement.
Updated: Dec. 15, 2011
Queensland Teachers’ Conceptions of Assessment: The Impact of Policy Priorities on Teacher Attitudes
The purpose of this study was to examine Queensland teachers’ conceptions of assessment and their relationship to their level of teaching and compared the results to teachers from New Zealand. A questionnaire-based survey of teachers’ attitudes, beliefs and practices in the areas of curriculum, pedagogy and assessment was conducted in 2003. Data revealed that teachers showed a willingness to integrate assessment into their professional duties of improved teaching and learning, tempered with caution about the quality and usefulness of the assessment resources being used to make students and schools accountable.
Updated: Nov. 29, 2011
In this article, the authors examine how assessments in schools that participated in a class size reduction program intersected with forces of accountability. The goal of this article is to broaden the understanding of what it means for schools and teachers to be held accountable for student learning and to discuss how different accountability frameworks affect instructional practices in classrooms. The research took place in nine elementary schools across South and Central Wisconsin. The authors identify three aspects of assessment practices that affect this intersection: alignment, audience, and action.
Updated: Oct. 27, 2011