International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Assessment & Evaluation
Page 8/17
165 items
71
The authors discuss the inadequacy of current assessment practices to measure teacher candidates’ competence to teach diverse students. The authors present two new scales to measure teachers’ competence to teach diverse populations. The Teachers’ Sense of Inclusion Efficacy Scale (I– TSES), and the Teachers’ Sense of Diversity Efficacy Scale (D–TSES). These two efficacy instruments based on the highly reliable and valid Teachers’ Sense of Efficacy Scale (TSES). The authors argue that teacher education programs that integrate all three scales—TSES, I–TSES, and D–TSES—into their systematic program assessment would be able to more comprehensively address candidates’ diversity competence.
Published: 2012
Updated: Jun. 18, 2013
72
The authors review the compatibility of key purposes for Electronic Portfolios (EPs) in light of the changing landscape of their use in teacher education. The authors will focus on analyzing the key purposes of portfolios—student learning/ reflection and accountability/accreditation, followed by another purpose cited in the literature—employment. The authors will discuss the costs and benefits as perceived by the various stakeholders. The authors conclude with seven recommendations to forge productive middle ground between the multiple purposes for EP use .
Published: 2011
Updated: Jun. 05, 2013
73
By using elements from cultural studies of cartography as well as sociology and the philosophy of science, this article claims that the analogy of cartography and evaluation can open novel vistas for contemplating the relationship between the world of education and its scientific representation. The analysis shows how evaluation as the mapping of the reality of education brings distant objects near, onto a homogeneous, stable plane.
Published: 2012
Updated: Feb. 27, 2013
74
In this article, the authors explore the long-term impact of workshop series on faculty participants’ attitudes, confidence, and understanding as related to program assessment. Data were collected from surveys administered at three points in time. The findings reveal that the positive impact of ongoing, focused professional development in program assessment on faculty understanding, confidence, and attitudes related to program assessment can be sustained and even improved over time.
Published: 2011
Updated: Dec. 26, 2012
75
The study examines differences between preservice and inservice teachers’ knowledge of, perceived skills in, and attitudes toward educational measurement. The participants were preservice and inservice teachers teaching grades 5 to 10 in Oman. Results showed that inservice teachers demonstrated a lower level of knowledge, a higher level of perceived skilfulness, and a more favourable attitude toward educational measurement than preservice teachers.
Published: 2011
Updated: Nov. 27, 2012
76
This review of literature examines the methods and instruments designed to assess the technological pedagogical content knowledge (TPACK) of preservice teachers. The author concludes that through research which employs multiple methods for assessing TPACK, it will be possible to begin to differentiate between models of introducing technology integration in teacher preparation programs.
Published: 2011
Updated: Oct. 24, 2012
77
The author uses the Assessment Practices Framework to study a high school Chemistry teacher as she designed, implemented, and learned from a chemistry lab report. The author reports the teacher’s assessment practices and the alignment in her assessment practices through the three vertices of the assessment triangle (cognition, observation, and interpretation).
Published: 2011
Updated: Oct. 24, 2012
78
The author uses the Assessment Practices Framework to study a high school Chemistry teacher as she designed, implemented, and learned from a chemistry lab report. The author reports the teacher’s assessment practices and the alignment in her assessment practices through the three vertices of the assessment triangle (cognition, observation, and interpretation).
Published: 2011
Updated: Oct. 24, 2012
79
In this article, the authors have designed a new assessment instrument in order to evaluate the effectiveness of an experimental elementary mathematics field experience course. The findings suggest that prediction assessments effectively evaluate the pedagogical content knowledge that authors are seeking to foster among the prospective teachers.
Published: 2011
Updated: Oct. 21, 2012
80
The current paper argues that the study of attitudes and persuasion is very important in teacher education. The elaboration likelihood model (ELM) of persuasion provides an integrative framework to analyze empirical evidence from a five-year study, which conducted in the Republic of Ireland.
Published: 2012
Updated: Aug. 28, 2012