Search results for: Assessment
Page 7/10 92 items
Assessment for Learning to Teach: Appraisal of Practice Teaching Lessons by Mentors, Supervisors, and Student Teachers
Supporting student teachers in learning to teach is a collaborative effort by mentor teachers, teacher education supervisors, and student teachers. Each of the participants appraises effort and progress in learning to teach from different perspectives, however. This study explores how practice lessons are assessed by multiple raters. Triad members (51 participants in total) rated a particular teaching performance in a lesson given by the student teacher.
Updated: Mar. 26, 2009
The Use of Google Page Creator to Develop E-Portfolios in a Teacher Education Program: An Example from Portugal
In this paper, still in progress, the authors present how Web 2.0 tools can be successfully used for promoting collaboration and technological skills in teacher education programs. The experience involved the use of Web 2.0 tools – Googlepages and GoogleDocs – to build an e-portfolio for group work and assessment.
Updated: Jan. 05, 2009
Assessment and Academic Identity: Using Embedded Assessment as an Instrument for Academic Socialization in Science Education
This research explores using a teaching approach that attempts to balance test preparation with creating “teachable moments” for students. This approach involves the use of a sequence of assessments to introduce topics through formative assessment in order to identify students’ understanding, and beginning instruction based on an evaluation of students’ knowledge and alternative conceptions. In an attempt to balance classroom instruction and large-scale test preparation, this science teacher attempted to use a teachable moment assessment approach as a teaching tool.
Updated: Dec. 17, 2008
Assessing the Effects of Small School Size on Mathematics Achievement: A Propensity Score-Matching Approach
Small schools have been promoted as an educational reform that is capable of improving student outcomes.This study investigates the potential effect of attending smaller schools on student mathematics achievement using propensity score matching techniques. This study suggests that creating smaller schools might not be the best mechanism to raise student achievement.
Updated: Dec. 17, 2008
Development of a performance assessment task and rubric to measure prospective secondary school mathematics teachers’ pedagogical content knowledge and skills
The article describes an assessment task designed to assess secondary school mathematics preservice teacher content knowledge skills. The task and rubric were developed in collaboration with five education faculty, four arts and sciences faculty, and four high school teachers over a period of one year.
Updated: Nov. 11, 2008
Research suggests that at least half of all students enrolled in online courses are not course completers. Obviously, increasing the percentage of program completers in the distance learning environment is essential. This article details a proven and comprehensive system to achieve this objective, using the authors' experiences at Purdue University Calumet in Hammond, Indiana, as a framework.
Updated: Nov. 09, 2008
The author explores the challenges and promises of value-added assessment. Yet, value-added assessment is limited in its explanatory powers because it focuses only on certain types of knowledge and needs to be used in conjunction with other estimates. As such, the author provides a variety of perspectives to help educational stakeholders explore the assessment not just as a new test but rather as a promising and potentially damaging lever of change in school cultures.
Updated: Nov. 03, 2008
The article examines what science content teachers need to know in order to teach what students need to learn. Four standards documents and analysis of all four are identified in the article.
Updated: Oct. 06, 2008
The purpose of Project RESTART was to enhance the development and implementation through assessment of a model teacher preparation program that was designed to recruit and retain a pool of highly qualified special education teachers from underrepresented teacher candidate groups. The project was assessed in terms of participant satisfaction, graduation rates, and participants' employment data. Results demonstrated the success of Project RESTART in recruiting and retaining a diverse pool of highly qualified special education teacher candidates, including those from underrepresented groups.
Updated: Sep. 25, 2008
Lissitz and Samuelsen (2007) have proposed an operational definition of validity to a utility of test use. The author claims that the definitions do not support interpretation of score. The author argues that validation should involve an evaluation of the proposed interpretations and uses of test scores, and Test developers may choose to adopt a narrow operational interpretation of test scores, but if they do so, they should label the test accordingly.
Updated: Sep. 18, 2008