Search results for: Assessment
Page 8/10 92 items
In this article the model Educational Value-Added Assessment System (EVAAS) is examined. The methodological issues with the model are presented. The author considers it the model most sophisticated value-added model.
Updated: Sep. 18, 2008
The appreciation and realisation of research-based teacher education: Finnish students' experiences of teacher education
The subjects of the Finnish research project that sought to describe student teacher's perspectives on research-based approach were part of a special group of students, worked as teachers without being officially qualified to do so before they entered teacher education. The research was carried out as a web-based survey (n = 113). The questionnaire was based on the structure of the curriculum of the teacher education programme, including items from each part of the curriculum. The subjects were asked about both attitudes and experiences. the students appreciate the research-based approach as the main organising theme of teacher education.
Updated: Sep. 11, 2008
Strengthening the Preparation of Early Childhood Teacher Candidates Through Performance-Based Assessments
The article describes a performance based assessment for advancing the learning and evaluation of teacher candidates in an early childhood special education teacher preparation program. Methods for determining proficiency on national (Council for Exceptional Children) and state (Colorado teacher licensure) standards are described, along with the challenges and opportunities presented by the use of PBAs.
Updated: Sep. 04, 2008
The article discusses the disposition of preservice teachers in early childhood education. The University of Memphis created a checklist called the Early Childhood Education Behaviors & Dispositions Checklist which defines proper and improper behaviors and norms for preservice teacher dispositions.
Updated: Jun. 23, 2008
Portfolio assessment is the topic of the study, which aimed to find a more rigid standard to operate within a uniform line in rating appraisals. The authors look for practices in portfolio appraisals in search of criteria in rating the quality of portfolio materials. In the context of teacher education, they find authentic portfolio document to be rated by different assessors to gauge and compare their quality of rating and criteria use.
Updated: Jun. 12, 2008
The article examines educators' ethical judgments in relation to assessment. Results showed strong agreement among the educators on fewer than half of the scenarios presented in this study, reflecting the lack of consensus on the topic.
Updated: May. 27, 2008
Strategies of preservice teachers in real learning situations are explored in this article. The strategies of real learning situations are recorded in a diary and compared with others. Findings indicate that use of diaries has a positive effect on knowledge acquisition and serve as a valuable learning tool.
Updated: May. 21, 2008
Building a framework for determining the authenticity of instructional tasks within teacher education programs
The article describes a system of evaluating instructional tasks used within a teacher education program. The authors devise five criteria: The instructional task, teacher performance, student-involvement, knowledge of practice, self reflection and formative process.
Updated: Mar. 31, 2008
Interrogating Classroom Relationships and Events: Using Portraiture and Critical Race Theory in Education Research
The article explores the use of the methods of portraiture and critical race theory (CRT) to evaluate success and failure in urban classrooms. Used in combination, the author believes that the methods evoke the personal, professional and political features of race, gender and class in education research and create possibilities for reform.
Updated: Mar. 23, 2008
A comparative analysis reveals that assistance and assessment can coexist. Participating in assessment and evaluation did not prevent mentors from forming trustworthy relationships, although it sometimes made that more challenging. In both programs mentors were highly regarded teachers, carefully chosen, with extensive professional expertise. They earned respect by establishing credibility as useful support providers. Mentors addressed novices’ concerns, but they also assessed how new teachers were meeting students’ learning needs. In both programs, new teachers set professional goals and were expected to demonstrate progress towards those goals.
Updated: Mar. 09, 2008