Literaturnachweis - Detailanzeige
| Autor/inn/en | Adie, Lenore; Wyatt-Smith, Claire |
|---|---|
| Titel | Research-Informed Conceptualization and Design Principles of Teacher Performance Assessments: Wrestling with System and Site Validity |
| Quelle | (2018), (18 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Foreign Countries; Preservice Teacher Education; Performance Based Assessment; Preservice Teachers; Graduate Students; Evaluation Methods; Fidelity; Validity; Educational Change; Educational Policy; Barriers; Australia |
| Abstract | The most recent review of Initial Teacher Education (ITE) in Australia titled Action Now: Classroom Ready Teachers (Craven et al. 2014) heralded the introduction of Teacher Performance Assessments (TPAs) as summative assessments of graduate profession 'readiness'. The conceptualization, research-informed design and implementation of authentic summative TPAs represent a new frontier in Australian teacher education. It was in this policy-driven environment that the Learning Sciences Institute Australia [1] began the conceptualisation and design of the Graduate Teacher Performance Assessment (GTPA), developed in 2015, piloted in 2016 and trialled with the support of a national consortium of 13 universities in 2017. In this chapter, we explore the notion of system and site validity as integral to the conceptualisation and design of TPAs that are expected to be embedded in diverse sociocultural contexts. Further, we examine the assessment notion of fidelity of implementation. Using the case of the GTPA, we locate fidelity at the intersection of the system and site validity and identify and discuss how risks to fidelity of the GTPA implementation, as a policy reform, can be traced back to unresolved tensions and dissonance. These surface when system and site values emerge as part of the change process and are forced to co-exist, effectively in a state of unresolved conflict. In a policy reform context, the latter--site values--have typically been understood as 'normal' and taken for granted. Where dissonance occurs between system and site, it can produce blockers to successful implementation of assessment innovation in ITE. [For the complete volume, "Innovation and Accountability in Teacher Education: Setting Directions for New Cultures in Teacher Education. Teacher Education, Learning Innovation and Accountability," see ED595068.] (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600 New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/gp/education-language |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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