Standards-Based Performance Assessment for the Evaluation of Student Teachers: A Consequential Validity Study

Autor/inn/en	Montecinos, Carmen; Rittershaussen, Sylvia; Solis, Maria Cristina; Contreras, Ines; Contreras, Claudia
Titel	Standards-Based Performance Assessment for the Evaluation of Student Teachers: A Consequential Validity Study
Quelle	In: Asia-Pacific Journal of Teacher Education, 38 (2010) 4, S.285-300 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
Schlagwörter	Student Teaching; Student Teachers; Performance Based Assessment; Supervision; Performance Tests; Validity; Program Effectiveness; Foreign Countries; Standards; Scores; Thinking Skills; Reflection; Measures (Individuals); Lesson Plans; Reliability; Teacher Education; Chile + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Leistungsermittlung; Leistungsbeurteilung; Leistungsmessung; Leistungsüberprüfung; Gültigkeit; Ausland; Standard; Denkfähigkeit; Messdaten; Lesson planning; Unterrichtsplanung; Reliabilität; Lehrerausbildung; Lehrerbildung
Abstract	The instrument Samples of Teaching Performance (STP) was developed to assess student teachers' capacity to plan, deliver and evaluate a unit of instruction. The current study reports consequential validity data collected from supervisors (n = 20) and student teachers (n = 62) from three elementary and five secondary teacher preparation programs in Chile that participated in the field-testing of the STP. Student teachers described how this assessment had honed their sense of professionalism and promoted learning of the skills assessed. Supervisors reported enlarging the topics discussed with student teachers and making some changes to the supervisory process. These findings are complemented by an analysis of the STP scores obtained by 24 student teachers, which showed better development of instructional skills when compared to pedagogical reasoning and reflection. These results raise questions about the structure of student teaching to support the implementation of standards-based assessments that entail tasks at different levels of cognitive complexity. (Contains 4 tables and 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10