Teacher Assessment Literacy: Development of Training Modules. Report on an NCME-Based Kellogg Foundation Grant.

Autor/inn/en	Plake, Barbara S.; Impara, James C.
Titel	Teacher Assessment Literacy: Development of Training Modules. Report on an NCME-Based Kellogg Foundation Grant.
Quelle	(1993), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrators; Competence; Educational Assessment; Elementary School Teachers; Elementary Secondary Education; Grants; Inservice Teacher Education; Instructional Materials; Literacy; Material Development; Objectives; Secondary School Teachers; Surveys; Test Interpretation; Test Results; Training + Suchen Sie Ihr Suchwort? Kompetenz; Education; assessment; Bewertungssystem; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Grant; Finanzielle Beihilfe; Lehrerfortbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Alphabetisierung; Schreib- und Lesefähigkeit; Lehrmaterialentwicklung; Goal definition; Zielsetzung; Survey; Umfrage; Befragung; Test analysis; Testauswertung; Ausbildung
Abstract	In April 1991, the Board of the National Council on Measurement in Education (NCME) voted to accept a grant from the Kellogg Foundation to: (1) measure teacher competency levels in the educational assessment of students; (2) identify a topic for the development of a training prototype; and (3) prepare a prototype training module on the selected topic. Efforts toward meeting these goals are summarized. Goal 1 was achieved through a national survey of teacher competencies in the area of educational assessment of students responded to by 555 teachers (48 percent response rate) and 286 administrators (51 percent response). On the basis of that survey and other relevant data, the topic "Interpreting and Communicating Test Results" was selected for development of a training prototype. Efforts toward Goal 3 are in progress. The training modules will consist of several components, designed to be delivered in either a 1-day or 2-day inservice program or through a series of 2-hour training sessions. The training modules will consist of a context-orienting vignette, course training materials, practice exercises, hands-on experiences, small group discussion questions, and homework problems. This prototype could serve as a model for future development efforts for training teachers in educational assessment. (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC