International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Assessment & Evaluation
Page 16/17
165 items
151
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.
Published: 2007
Updated: Jun. 12, 2008
152
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.
Published: 2007
Updated: May. 27, 2008
153
The article explores course evaluation in medical teacher education. Some of the topics discussed include: features of medical education that impact on course evaluation, a framework for course evaluation, measurement issues important to data gathering and interpreting and research expansion.
Published: 2007
Updated: May. 27, 2008
154
The article examines the role disposition plays in effective teaching. Disposition is defined as teacher professional judgment and professional actions as they apply to morals and ethics in adult cognition. The study compared teacher-judgment qualitatively and quantitatively and predicted observed patterns and congruence between judgment and action.
Published: 2007
Updated: May. 12, 2008
155
The article explores the use of high-stakes testing and its effect on content, knowledge form and pedagogy. A qualitative metasynthesis of 49 qualitative studies indicated that the primary effect of high-stakes testing is that curricular content is narrowed to tested subjects, subject knowledge is fragmented and teachers increase the use of teacher-centered pedagogies. However, in a significant minority of cases the tests led to expanded curricular content, integration of knowledge and more student-centered pedagogies.
Published: 2007
Updated: Mar. 23, 2008
156
The article describes the shift into standardized testing as means of accountability, following the adoption of the No Child Left Behind legislation in the United States. The authors examine how individual differences in motivation and psychological processes contribute to the high-stakes math assessment. The individual differences that are considered are: achievement goals, value, self-concept, self efficacy, text anxiety, and cognitive processes.
Published: 2007
Updated: Mar. 23, 2008
157
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.
Published: 2008
Updated: Mar. 09, 2008
158
10 teachers from 10 high schools in Israel participated in an alternative assessment of a new high-school science curriculum. An evaluation study was conducted at the start of the workshop and at its completion to determine if the workshop goals were attained. Teachers felt more self-confident following the workshop, and students felt that their involvement in decisions improved their sense of responsibility for their achievement. In addition, the new interdisciplinary curriculum requires a professional development program that will stimulate teachers’ creativity and diversify the instructional strategies that they use in the classroom.
Published: 2007
Updated: Feb. 19, 2008
159
The article describes a study of peer assessment of science teaching skills. Preservice teachers taught science topics as a team to their peers and were assessed by them and their instructor, according to an assessment form provided by their instructor. Peer scores were analyzed and although the assessment scores were higher than the scores given by the instructor, reliability analysis revealed that the students assessed their peers' science teaching performance reliably.
Published: 2007
Updated: Feb. 17, 2008
160
The article reports that teacher educators recommend performance related assessments for teachers over standard tests. The study examined the relation between preservice teachers' scores on authentic measures and their scores on certification exams required by the state of Texas. The authentic measures of evaluation included scores on the Professional Attributes Questionnaire, which measures teachers' dispositions, and on Teaching Performance Portfolios which measure knowledge and skills. Scores on the Professional Roles and Responsibilities (PPR) and the Generalist Elementary Comprehensive (GEC) exams served as the measures for the high-stakes, minimum-competency tests. Findings indicate a significant relationship between the PAQ and both the PPR and the GEC exams. No significant relationship was found between the Teaching Performance Portfolios and either one of the state-mandated tests.
Published: 2008
Updated: Jan. 22, 2008