Preservice Teacher Preparation for Common Core Standards and Assessments: A Pilot Study

Autor/inn/en	Pae, Holly; Freeman, Greta G.; Wash, Pamela D.
Titel	Preservice Teacher Preparation for Common Core Standards and Assessments: A Pilot Study
Quelle	In: AILACTE Journal, 11 (2014) 1, S.73-89 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Knowledge Base for Teaching; State Standards; Pilot Projects; Accountability; Language Arts; Grade 5; Student Teacher Evaluation; Focus Groups; Student Surveys; Student Teacher Attitudes; Test Reliability; Test Validity; Interrater Reliability; Statistical Analysis; Qualitative Research; Outcome Measures; Grading; Teacher Competency Testing; Interviews; South Carolina + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Pilot project; Modellversuch; Pilotprojekt; Verantwortung; Sprachkultur; School year 05; 5. Schuljahr; Schuljahr 05; Schülerbefragung; Testreliabilität; Testvalidität; Interrater-Reliabilität; Statistische Analyse; Qualitative Forschung; Notengebung; Schulnote; Interviewing; Interviewtechnik
Abstract	Teacher preparation programs face great challenges in ensuring their graduates are prepared for the demands of today's classrooms. The authors explore how teacher accountability has evolved based upon federal legislation leading to adoption of the Common Core State Standards (CCSS). Recognizing that future teachers will be held accountable for preparing students for CCSS, a test based on the standards was used to determine what this type of evaluation means to future teachers. Teacher candidates' impressions of a sample CCSS-based assessment are investigated using a test developed by the Smarter Balanced Assessment Consortium (SBAC). Twenty-nine teacher candidates completed the fifth-grade Language Arts exam. Opinions of the test were shared on a written survey followed by a focus group discussion. While many of the candidates felt the test was fair and grade appropriate, many shared that there was too much reading and writing. Other results include both strengths and weaknesses of the test. (As Provided).
Anmerkungen	Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01