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Full-Text Articles in Education
Assessing Teacher Candidates’ Pedagogical Judgement: An Analysis Of Clinically-Based Instructional Assignments, Sonia Janis, Mardi Schmeichel, Joseph Mcanulty, Chantelle Grace, Kaitlin Wegrzyn
Assessing Teacher Candidates’ Pedagogical Judgement: An Analysis Of Clinically-Based Instructional Assignments, Sonia Janis, Mardi Schmeichel, Joseph Mcanulty, Chantelle Grace, Kaitlin Wegrzyn
Journal of Educational Supervision
Research on clinically-based teacher education indicates that facilitating clinical experiences for teacher candidates improves their preparation for the profession. While we have answered the call to implement rich clinical experiences in our teacher education program, we have found that we also needed to design new, robust strategies to assess what the candidates are taking away from their clinical experiences. This paper describes our use of Horn and Campbell’s (2015) notion of “pedagogical judgment” to analyze the work of social studies teacher candidates in clinical placements. We describe a rubric developed to evaluate candidates’ pedagogical judgment and offer insights into the …
Engaging First Year Students In Assessment Rubrics: Three Personal Experiences, Katherine Ashman, Kristina Turner, Dona Martin
Engaging First Year Students In Assessment Rubrics: Three Personal Experiences, Katherine Ashman, Kristina Turner, Dona Martin
Australian Journal of Teacher Education
In a direct effort to build a greater understanding of higher education teaching and learning opportunities, this study shares the journey of three university lecturers working to ensure best practice outcomes from criterion-referenced assessment [CRA]. The work was built on a belief that our respective higher education undergraduate students did not fully value the design structure or feedback outcomes inherent in CRA. Using a collaborative autoethnographic lens we pooled experiences, outcomes, challenges, assumptions, and accounts of unconscious biases from across our different tertiary education schools and subjects. Our examination enriched our understanding, our teaching, and our student outcomes. In sharing …
Using Formative Assessment To Build Coherence Between Educational Policy And Classroom Practice: A Case Study Using Inquiry In Science, Connie Cirkony, John Daniel Kenny
Using Formative Assessment To Build Coherence Between Educational Policy And Classroom Practice: A Case Study Using Inquiry In Science, Connie Cirkony, John Daniel Kenny
Australian Journal of Teacher Education
In this paper we argue that the complexity of education systems can lead to a lack of coherence in the implementation of policy. More effective educational change requires policy-makers and researchers to pay more attention to supporting teachers in classrooms. As an example, we consider decades of research attempts in STEM education to implement learning through inquiry and note there has been little change in teaching practices in classrooms. Using formative assessment in science education as a case study, we developed a rubric for teachers that embeds key aspects of the desired pedagogy. We argue this builds teachers’ confidence to …