Implementing and Analyzing Performance Assessments in Teacher Education
Published on 21. November 2017
Book
Paperback/Softback
272 pages
978-1-64113-119-3 (ISBN)
Description
Teacher education has long relied on locally-developed assessments that lack reliability and validity. Rigorous performance-based assessments for preservice teachers have been advanced as one possible way to ensure that all students receive instruction from a high-quality teacher. Recently, performance-based assessments have been developed which focus on the application of knowledge of teaching and learning in a classroom setting. Our book explores factors related to the implementation of teacher performance assessments in varying state and institutional contexts. The contributors, teacher educators from across the country, focus on what was learned from inquiries conducted using diverse methodologies (quantitative, qualitative, self-studies, and mixed methods). Their research encompassed faculty, supervisors, cooperating teachers, and students' perceptions and concerns of teacher performance assessments, case studies of curricular reform and/or resistance, analyses of experiences and needs as a result of the adoption of such assessments, and examinations of the results of program alignment and reform. The chapters showcase experiences which occurred during high-stakes situations, in implementation periods prior to high-stakes adoption, and in contexts where programs adopted performance assessments as an institutional policy rather than as a result of a state-wide mandate.
Reviews / Votes
The chapters compiled for Implementing and Analyzing Performance Assessments in Teacher Education edited by Joyce E. Many and Ruchi Bhatnagar, present a thoughtful look at the challenges and solutions embedded in the adoption of teacher performance assessments for preservice teachers. Most chapters feature edTPA, the most commonly used performance assessment now mandated in numerous states and used voluntarily by other programs across the country, and reveal how such assessments shine a bright light on the problems of practice in teacher preparation (stressful timelines, faculty silos, communication with P-12 partners, etc.) when new requirements disrupt the status quo. Each chapter tells a valuable story of performance assessment implementation and approaches that offset compliance in favor of inquiry and educative experiences for candidates and programs alike."" - Andrea Whittaker, Ph.D edTPA National Director Stanford UniversityMore details
Series
Language
English
Place of publication
Charlotte
United States
Publishing group
Emerald Publishing Inc
Target group
Professional and scholarly
Dimensions
Height: 234 mm
Width: 156 mm
Thickness: 15 mm
Weight
418 gr
ISBN-13
978-1-64113-119-3 (9781641131193)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
E-Book
01/2017
1st Edition
Information Age Publishing
from
€62.33
Available for download
Persons
Joyce E. Many, Georgia State University
Ruchi Bhatnagar, Georgia State University
Ruchi Bhatnagar, Georgia State University
Content
Introduction.
Chapter 1. The Evolution of Teacher Performance Assessments As a Measure of Accountability; Carla L. Tanguay.
Chapter 2. From Isolation to a Community of Practice: Redefining the Relationship of Faculty and Adjunct University Supervisors During the Implementation of edTPA; Sharilyn C. Steadman and Ellen E. Dobson.
Chapter 3. Faculty Investment in Student Success: A Four-Year Investigation of edTPA Implementation; Gaoyin Qian, Harriet Fayne, and Leslie Lieman.
Chapter 4. Mandates Revisited: One Coordinator's Story of Cultivating Collegiality and Inquiry Through a Professional Learning Community; Holley M. Roberts.
Chapter 5. The Power of Supports to Improve edTPA Outcomes; Kathleen Fabrikant, Cynthia Bolton, Cindy S. York, and Angie Hodge.
Chapter 6. Cognitively Guided Instruction as a Means of Preparing Elementary Teacher Candidates for edTPA Mathematics Assessment Task 4; Susan Swars Auslander, Stephanie Z. Smith, and Marvin E. Smith.
Chapter 7. Not Just for Preservice Teachers: edTPA as a Tool for Practicing Teachers and Induction Support; John Seelke and Xiaoyang Gong.
Chapter 8. Forcing Me to Reflect: Preservice and Novice Teachers' Reflective Thinking in Varied School Contexts; Dianna Gahlsdorf Terrell, Kathryn McCurdy, Megan L. Birch, Thomas H. Schram, and Page Tompkins.
Chapter 9. State Education Agency Use of Teacher Candidate Performance Assessments: A Case Study of the Implementation of a Statewide Portfolio-Based Assessment System in Kansas; Stephen J. Meyer, Emma V. Espel, and Nikkolas J. Nelson.
Chapter 10. Using the Concerns-Based Adoption Model To Support edTPA Coordinators and Faculty During the Implementation Process; Joyce E. Many, Shaneeka Favors-Welch, Karen Kurz, Tamra Ogletree, and Clarice Thomas.
About the Editors.
About the Contributors.
Chapter 1. The Evolution of Teacher Performance Assessments As a Measure of Accountability; Carla L. Tanguay.
Chapter 2. From Isolation to a Community of Practice: Redefining the Relationship of Faculty and Adjunct University Supervisors During the Implementation of edTPA; Sharilyn C. Steadman and Ellen E. Dobson.
Chapter 3. Faculty Investment in Student Success: A Four-Year Investigation of edTPA Implementation; Gaoyin Qian, Harriet Fayne, and Leslie Lieman.
Chapter 4. Mandates Revisited: One Coordinator's Story of Cultivating Collegiality and Inquiry Through a Professional Learning Community; Holley M. Roberts.
Chapter 5. The Power of Supports to Improve edTPA Outcomes; Kathleen Fabrikant, Cynthia Bolton, Cindy S. York, and Angie Hodge.
Chapter 6. Cognitively Guided Instruction as a Means of Preparing Elementary Teacher Candidates for edTPA Mathematics Assessment Task 4; Susan Swars Auslander, Stephanie Z. Smith, and Marvin E. Smith.
Chapter 7. Not Just for Preservice Teachers: edTPA as a Tool for Practicing Teachers and Induction Support; John Seelke and Xiaoyang Gong.
Chapter 8. Forcing Me to Reflect: Preservice and Novice Teachers' Reflective Thinking in Varied School Contexts; Dianna Gahlsdorf Terrell, Kathryn McCurdy, Megan L. Birch, Thomas H. Schram, and Page Tompkins.
Chapter 9. State Education Agency Use of Teacher Candidate Performance Assessments: A Case Study of the Implementation of a Statewide Portfolio-Based Assessment System in Kansas; Stephen J. Meyer, Emma V. Espel, and Nikkolas J. Nelson.
Chapter 10. Using the Concerns-Based Adoption Model To Support edTPA Coordinators and Faculty During the Implementation Process; Joyce E. Many, Shaneeka Favors-Welch, Karen Kurz, Tamra Ogletree, and Clarice Thomas.
About the Editors.
About the Contributors.