Assessment & Evaluation (189 items)To section archive
Utilizing SIOP lesson video demonstrations as a springboard for reflection: A collaborative self-study of EL teachers
This collaborative self-study explored three graduate students’ perceptions of the benefits and challenges of viewing, editing, and sharing lesson demonstrations based on Sheltered Instruction Observation Protocol (SIOP). The researchers also examined how university instructors could promote reflection through the lesson demonstration process. The study consisted of four qualitative forms of data collection. First, the researchers interviewed participants regarding their experiences viewing, editing, and sharing their videos. Then, they examined participants’ written reflections of their lesson demonstration, focusing on best practices for teaching English learners (ELs). Using the constant comparative method, they coded the interview transcripts, participant reflections, and instructor feedback. Researchers performed a document analysis of course materials (e.g., instructions, rubrics, lesson plan templates) to better understand and contextualize participants’ perceptions of the lesson demonstration process within the course. The findings indicated that participants benefited from the process in a variety of ways, while experiencing minimal or no challenges. In reviewing and editing the footage, participants expressed how they were able to view their teaching from a new vantage point and identify unique opportunities for future growth from other professional development strategies. Due to participants’ limited sharing of the video, this stage of the process was not fully explored.
Updated: Dec. 05, 2021
This paper explores the experience of emotion for eight preservice teachers as they learn to assess their students while concurrently being assessed. This qualitative study utilised semi-structured interviews and assessment-related artefacts. Findings indicate that emotional engagement influenced preservice teachers’ assessment decision making. The teachers also experienced emotional reactions as in turn they were assessed. This paper argues for the need of preservice teachers to be cognisant of the influence of emotion on themselves and their work, to allow them to better rationalise their assessment decision making and reflect on their practice.
Updated: Nov. 18, 2021
Teacher evaluation policy in Arab-Israeli schools through the lens of micropolitics: implications for teacher education
As part of a larger mixed-method study on teacher evaluation, this paper explores how cultural and socio-political contexts of the Israeli Arab public schools inform principals’ high-stakes evaluation processes for attaining tenure. Concepts from micropolitical theory were used to analyse data from in-depth semi-structured interviews with twenty novice teachers and twenty principals. Findings from the qualitative data suggest that power relations and contextual features of Israeli-Arab society such as collectivism and face-keeping direct how decisions are made and limit the work of the actors involved. The study provides insights into how principals exercise their power to attain what they interpret as teacher quality while evaluating teachers, and how the latter interpret such power relations in their local contexts. It also suggests the need for substantive groundwork in preparing prospective teachers for the high-stakes teacher evaluation processes that characterise the Israeli-Arab education system and the efforts to maintain teacher quality.
Updated: Nov. 02, 2021
Professional Dispositions of Teacher Candidates: Measuring Dispositions at a Large Teacher Preparation University to Meet National Standards
The current study reports the process by which one of the largest teacher preparation institutions in the Western U.S. assesses teacher candidates’ professional dispositions throughout their teacher preparation programs through the use of a survey developed by the university. The survey is completed by teacher candidates, mentor teachers, and supervising faculty. Results were analyzed using a Generalized Estimated Equations Model. Results indicated a slight increase in mean scores over time and mentor teachers rated students higher than the students rated themselves. No significant difference in mean scores was found between teacher candidates and supervising faculty. Reliability and validity of the instrument and results are discussed. Lastly, implications for the use of the Professional Dispositions Qualities (PDQ) instrument for accreditation purposes are discussed.
Updated: Oct. 20, 2021