Assessing Pre-Service Teachers Prior to Certification: Perspectives on the Performance Assessment for California Teachers (PACT)

Autor/inn/en	Okhremtchouk, Irina S.; Newell, Patrick A.; Rosa, Rebecca
Titel	Assessing Pre-Service Teachers Prior to Certification: Perspectives on the Performance Assessment for California Teachers (PACT)
Quelle	In: Education Policy Analysis Archives, 21 (2013) 56, (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Preservice Teachers; Performance Based Assessment; Student Attitudes; Teacher Education Programs; Scores; State Standards; Surveys; Self Esteem; Academic Discourse; Reflection; Portfolio Assessment; Comparative Analysis; Student Evaluation; Teacher Certification; Exit Examinations; Accountability; Teacher Effectiveness; High Stakes Tests; Mixed Methods Research; California + Suchen Sie Ihr Suchwort? Leistungsermittlung; Schülerverhalten; Survey; Umfrage; Befragung; Self-esteem; Selbstaufmerksamkeit; Discourse; Diskurs; Portfoliobeurteilung; Schulnote; Studentische Bewertung; Final examination; Abschlussprüfung; Verantwortung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kalifornien
Abstract	This study focuses on pre-service teachers' perspectives regarding how the process of completing the Performance Assessment for California Teachers (PACT) affected them academically, professionally, and personally. Two cohorts participated in this year-two study. Pre-service teachers' perspectives were acquired using a survey instrument comprised of open-ended questions. In addition, pre-service teachers' self-confidence levels pertaining to assessment task components of PACT (i.e., planning, instruction, assessment, reflection, and academic language) were measured prior to the execution of PACT portfolio assessment and these levels were compared to the actual scores on PACT. This study concludes with implications for teacher educators and teacher education programs implementing pre-service teacher assessments; these implications include policy level suggestions as well as a discussion of intended and unintended consequences of the PACT assessment on the pre-service teachers. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10