This book introduces the reader to a collection of research-based works by authors that examine assessment and the application of professional judgment guided by assessment for learning in contrast to the more normalizing assessment of learning that currently pervades the nature of assessment in teacher preparation.
This book introduces the reader to a collection of research-based works by authors that examine assessment and the application of professional judgment guided by assessment for learning in contrast to the more normalizing assessment of learning that currently pervades the nature of assessment in teacher preparation.
Patrick M. Jenlink is Regents Professor in the Department of Secondary Education and Educational Leadership, James I. Perkins College of Education, Stephen F. Austin State University.
Inhaltsangabe
Table of Contents Preface Acknowledgments Chapter 1. Assessment in Teacher Education: Refocusing on Assessment for Learning Patrick M. Jenlink Chapter 2. Assessing Pedagogical Judgement: Developing Teachers that See All Students as Capable, Creative, and Curious Sonia Janis, Kaitlin M. Wegrzyn, Chantelle M. Grace, and Chris Batson Chapter 3. Assessing the Assessment: Fairness of the Teacher Work Sample Christina Yuknis Chapter 4. Teacher Perceptions Regarding Implementation of the Common Core Standards and Impacts on Assessment John S. Burgin, Gail D. Hughes, and Nancy J. Hamilton Chapter 5. The Assessment and Self-Assessment of Field-Based Teacher Candidates Lynn Nations Johnson, Kelsey Woodard, Kathy Mitchell, and Carol Crumbaugh Chapter 6. Consistency in Student Teacher Evaluations: A Comparison of Cooperating Teachers and Supervisors Irene Frank and Mei Chang Chapter 7. University Faculty and Students' Conceptions of Assessment Melanie DiLoreto Chapter 8. Who Is More Ready? An Analysis of Predictors of edTPA(TM) Score Sarah J. Kaka Chapter 9. Writing as Representation(s) of Practice: Literacy Practices, Genre, and the edTPA(TM) Lindsay Stoetzel Chapter 10. Epilogue: The Future of Assessment in Teacher Preparation: The Assessment Capable Teacher Patrick M. Jenlink About the Editor and Contributors
Table of Contents Preface Acknowledgments Chapter 1. Assessment in Teacher Education: Refocusing on Assessment for Learning Patrick M. Jenlink Chapter 2. Assessing Pedagogical Judgement: Developing Teachers that See All Students as Capable, Creative, and Curious Sonia Janis, Kaitlin M. Wegrzyn, Chantelle M. Grace, and Chris Batson Chapter 3. Assessing the Assessment: Fairness of the Teacher Work Sample Christina Yuknis Chapter 4. Teacher Perceptions Regarding Implementation of the Common Core Standards and Impacts on Assessment John S. Burgin, Gail D. Hughes, and Nancy J. Hamilton Chapter 5. The Assessment and Self-Assessment of Field-Based Teacher Candidates Lynn Nations Johnson, Kelsey Woodard, Kathy Mitchell, and Carol Crumbaugh Chapter 6. Consistency in Student Teacher Evaluations: A Comparison of Cooperating Teachers and Supervisors Irene Frank and Mei Chang Chapter 7. University Faculty and Students' Conceptions of Assessment Melanie DiLoreto Chapter 8. Who Is More Ready? An Analysis of Predictors of edTPA(TM) Score Sarah J. Kaka Chapter 9. Writing as Representation(s) of Practice: Literacy Practices, Genre, and the edTPA(TM) Lindsay Stoetzel Chapter 10. Epilogue: The Future of Assessment in Teacher Preparation: The Assessment Capable Teacher Patrick M. Jenlink About the Editor and Contributors
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