Measurement issues and assessment for teaching quality.

Sonst. Personen	Gitomer, Drew H. (Hrsg.)
Titel	Measurement issues and assessment for teaching quality.
Quelle	Los Angeles u.a.: Sage (2008), VII, 259 S.Verfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-4129-6144-0; 978-1-4129-6144-8
Schlagwörter	Pädagogisches Handeln; Schule; Lehrer; Lehrerausbildung; Lehren; Unterrichtserfolg; Unterricht; Messung; Messverfahren; Professionalisierung; Bewertung; Effektivität; Leistungsmessung; Praxis; Qualität; Qualitätsentwicklung; Qualitätssicherung; Rekrutierung; Kalifornien; New York, N.Y.; Ohio; USA
Abstract	The first section of this volume addresses measurement challenges that surround assessment of individuals for entry into the profession. ... The second section moves from issues of entry into the profession to challenges of measuring teacher quality in practice. What are the challenges to developing assessments of teaching that will contribute to a more effective educational system? What assessment characteristics will support the professional development of practicing teachers? ... Most models of teacher assessment, whether for entry into the profession or for considerations of quality in practice, consider teacher effectiveness as a construct resulting from a set of attributes that define a particular teacher. On the face of it though, this appears to be a simplistic notion, for teachers' work, like all work, is done within a context. This context includes students, colleagues, school principals and other administrators, and communities. What are the implications for assessment of teacher quality if the conception is broadened to incorporate context? The answer is not obvious, but it provides the basis for the last section of the [book]. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/1