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Autor/inn/en | Darling-Hammond, Linda; Newton, Stephen P.; Wei, Ruth Chung |
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Titel | Developing and Assessing Beginning Teacher Effectiveness: The Potential of Performance Assessments |
Quelle | In: Educational Assessment, Evaluation and Accountability, 25 (2013) 3, S.179-204 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1874-8597 |
DOI | 10.1007/s11092-013-9163-0 |
Schlagwörter | Beginning Teachers; Teacher Effectiveness; Teacher Evaluation; Predictive Validity; Performance Based Assessment; Predictor Variables; Achievement Gains; Preservice Teachers; Language Arts; Mathematics Achievement; Learning Experience; Language Acquisition; Measurement Techniques Junior teacher; Junglehrer; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Leistungsermittlung; Prädiktor; Achievement gain; Leistungssteigerung; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernerfahrung; Sprachaneignung; Spracherwerb; Messtechnik |
Abstract | The Performance Assessment for California Teachers (PACT) is an authentic tool for evaluating prospective teachers by examining their abilities to plan, teach, assess, and reflect on instruction in actual classroom practice. The PACT seeks both to measure and develop teacher effectiveness, and this study of its predictive and consequential validity provides information on how well it achieves these goals. The research finds that teacher candidates' PACT scores are significant predictors of their later teaching effectiveness as measured by their students' achievement gains in both English language arts (ELA) and mathematics. Several subscales of the PACT are also influential in predicting later effectiveness: These include planning, assessment, and academic language development in ELA, and assessment and reflection in mathematics. In addition, large majorities of PACT candidates report that they acquired additional knowledge and skills for teaching by virtue of completing the assessment. Candidates' feelings that they learned from the assessment were the strongest when they also felt well-supported by their program in learning to teach and in completing the assessment process. (As Provided). |
Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |