Developing and Assessing Beginning Teacher Effectiveness: The Potential of Performance Assessments

Autor/inn/en	Darling-Hammond, Linda; Newton, Stephen P.; Wei, Ruth Chung
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10