Should Standardized Testing Define Our Profession?

Autor/inn/en	Borden-King, Lisa; Gamas, Warren; Hintz, Kathy; Hultz, Chelsie
Titel	Should Standardized Testing Define Our Profession?
Quelle	In: Phi Delta Kappan, 101 (2020) 6, S.24-28 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721720909586
Schlagwörter	Standardized Tests; Grade Point Average; Scores; Student Teacher Evaluation; Student Teachers; Admission Criteria; Teacher Education Programs; Teaching (Occupation); Test Results; Alternative Assessment; Praxis Series + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Teaching; Lehrberuf
Abstract	Accreditation agencies and organizations calling for higher academic standards in the teaching profession have called for increasing minimum grade point averages and scores on standardized tests. However, it's not clear that these requirements actually improve teaching. Lisa Borden-King, Warren Gamas, Kathy Hintz, and Chelsie Hultz researched whether teacher candidates' scores on the Core Academic Skills Tests for Educators or their grade point averages correlated with scores on final student-teaching evaluations. They found no correlation between test scores and GPAs and how well teacher candidates performed as student teachers. They propose that, instead of focusing on standardized tests as admission criteria, teacher education programs should incorporate more clinical practice time, with opportunities for feedback that candidates can use to improve their teaching or decide not to enter the profession. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01