Search results for: Assessment
Page 3/10 92 items
This study explores changes over time in assessment strategies and identifies variables that facilitate that change by examining assessment practices of secondary teacher candidates enrolled in a one-year postbaccalaureate teacher education program that prepares candidates for teaching in rural and urban settings in Alaska. There was a change in emphasis and range of assessment strategies between the first and second semester of the teacher education program. The extent of change varied between rural and urban candidates indicating a need for more attention to the specifics of rural education. The variables that changed candidates’ emphasis and range of assessment strategies the most included mentor teachers, field experiences inclusive of unit planning, and the university coursework.
Updated: May. 04, 2015
The purpose of this article was to examine the characteristics of the challenges and rewards of the classroom assessment . This analysis revealed that educators must understand and analyze four facets or surfaces of classroom assessment including the obstacles, obligations, outcomes, and opportunities. The authors explained the characteristics of each facet and its influences on student growth, teacher development and institutional improvement.
Updated: Apr. 15, 2015
This study analyzed the complete publication history of the current top 100 education journals ranked by 5-year impact factor. The results emphasize the importance of third-party, direct replications in helping education research improve its ability to shape education policy and practice.
Updated: Feb. 11, 2015
In this article, the authors examine a rubric used to assess students’ writing in a large-scale testing program. They present empirical evidence for the existence of a potentially widespread threat to the validity of rubric assessments that arose due to design features. The research casts doubt on whether rubrics with structurally aligned categories can validly assess complex skills.
Updated: Feb. 10, 2015
This article argues for the value of using student ratings to measure quality of teaching. An international study to test the validity of the dynamic model of educational effectiveness was conducted. At classroom level, the model consists of eight factors relating to teacher behaviour: orientation, structuring, questioning, teaching modelling, application, management of time, teacher role in making classroom a learning environment and assessment. The analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors of the dynamic model.
Updated: Jan. 15, 2015
Using a Standardized Video-Based Assessment in a University Teacher Education program to Examine Preservice Teachers Knowledge related to Effective Teaching
The purpose of this study was to analyze the implementation of the Video Assessment of Interactions in Learning (VAIL) as a standardized measure of preservice teacher learning. Based on the Classroom Assessment Scoring System, the VAIL measures participants’ ability to identify effective teaching strategies and interactions related to emotional supports, classroom organization, and instructional supports. The data suggest that the VAIL may be a useful tool in examining preservice teacher learning. However, large variability in preservice teachers’ ability to identify effective teaching strategies and behaviors remains unexplained by this model.
Updated: Dec. 02, 2014
Benefiting the Educator and Student Alike: Effective Strategies for Supporting the Academic Language Development of English Learner (EL) Teacher Candidates
This article details specific, research-based feedback strategies that the authors have found useful in working with and supporting the academic language development of English Learners (EL) preservice secondary teachers. These feedback strategies are organized and discussed in terms of the following four themes: focused feedback on student writing, focused feedback on oral communication, explicit modeling, and revision and assessment.
Updated: Nov. 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