Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

PDF

Assessment

Teacher Education and Professional Development

Institution
Publication Year
Publication
Publication Type

Articles 1 - 30 of 197

Full-Text Articles in Education

A Friday Afternoon Reflection: Random Memorandums, Dr. Deborah Bracke Oct 2019

A Friday Afternoon Reflection: Random Memorandums, Dr. Deborah Bracke

Education: Faculty Scholarship & Creative Works

One means of distinguishing ourselves as College Professors is by communicating with our students in an open, honest manner. The Random Memorandum is one way of accomplishing this.


Understanding Equitable Assessment: How Preservice Teachers Make Meaning Of Disability, Melissa K. Driver Sep 2019

Understanding Equitable Assessment: How Preservice Teachers Make Meaning Of Disability, Melissa K. Driver

Journal of Multicultural Affairs

Disproportionality of historically marginalized populations in special education continues to be a critical concern. The identification of students with disabilities is reliant on valid and reliable assessment that is free of bias. The extent to which this is possible given measurement constraints and an increasingly diverse student population is unclear. How teachers are trained to design, select, administer, score, and interpret assessment data related to the identification of students with disabilities is vastly under-researched considering the significant implications of assessment practices. In this study, six special education preservice teachers engaged in an assessment methods course during their second semester of ...


Measuring Media Literacy Inquiry In Higher Education: Innovation In Assessment, Evelien Schilder, Theresa Redmond Aug 2019

Measuring Media Literacy Inquiry In Higher Education: Innovation In Assessment, Evelien Schilder, Theresa Redmond

Journal of Media Literacy Education

The ability to critically access, analyze, evaluate, and create media messages is crucial in the process of becoming an informed and engaged citizen throughout life. Asking critical questions is not only a valuable dimension of media literacy, but also an indispensable aspect of participating in a democracy. Yet, measuring the effectiveness of media literacy is still a major challenge for the field. It is unclear to what extent people of all ages may engage in critical questioning habits with regards to media. To address this gap, we studied the changes in critical questioning habits for college-aged students enrolled in media ...


Comparison Of National Assessment Of Educational Progress (Naep) Reports And State Physical Education Mandates, Erick Alfonso May 2019

Comparison Of National Assessment Of Educational Progress (Naep) Reports And State Physical Education Mandates, Erick Alfonso

Seton Hall University Dissertations and Theses (ETDs)

There have been several studies that analyzed the relationship between physical education and academic achievement at a local level, but a longitudinal analysis across the United States has not been done. An understanding of the relationship between physical education policies across the United States and academic achievement at the state level may provide insight into best practices to ensure that comprehensive physical education policies are adopted in all states. Using data from the Society of Health and Physical Educators and The National Assessment of Educational Progress, I investigated the relationship between physical education policies and academic achievement. Minor relationships with ...


Walking The Talk: Embedding Standards-Based Grading In An Educational Leadership Course, Matt Townsley May 2019

Walking The Talk: Embedding Standards-Based Grading In An Educational Leadership Course, Matt Townsley

Matt Townsley

The purpose of this paper is to provide a model for educational leadership faculty who aspire to walk the talk of effective feedback by embedding standards-based grading (SBG) in their courses. Rather than focusing on learning, points are the currency of K-12 classrooms across the country. Over 100 years of grading research suggests typical grading practices are subjective at best. Some schools are responding by implementing SBG, yet few articles describe how higher education embeds this philosophy in educator preparation coursework. In this essay, the author documents how to design assessments, align rubrics, and provide feedback to aspiring school leaders ...


Assessment And Support For Basic Computer Skills At Community College Hispanic Serving Institutions In California, Jason Wayne Hough May 2019

Assessment And Support For Basic Computer Skills At Community College Hispanic Serving Institutions In California, Jason Wayne Hough

Theses and Dissertations

This cross-sectional survey study was conducted to determine if California community colleges designated as Hispanic Serving Institutions (HSIs) assess incoming students for basic computer skills, provide learning support for these skills, as well as assess the attitude of administrators towards basic computer skills of incoming students. Prior published research documented the false assumption in higher education incoming students are “digital natives”, capable of effectively using technology expected on college campuses; however, there was no research focused on community colleges designated as HSIs. The study adds to the body of literature about the assessment of and support for basic computer skills ...


Walking The Talk: Embedding Standards-Based Grading In An Educational Leadership Course, Matt Townsley Apr 2019

Walking The Talk: Embedding Standards-Based Grading In An Educational Leadership Course, Matt Townsley

Journal of Research Initiatives

The purpose of this paper is to provide a model for educational leadership faculty who aspire to walk the talk of effective feedback by embedding standards-based grading (SBG) in their courses. Rather than focusing on learning, points are the currency of K-12 classrooms across the country. Over 100 years of grading research suggests typical grading practices are subjective at best. Some schools are responding by implementing SBG, yet few articles describe how higher education embeds this philosophy in educator preparation coursework. In this essay, the author documents how to design assessments, align rubrics, and provide feedback to aspiring school leaders ...


The Double-Edged Sword Of Standardized Testing, Barbara Meyer, Christine Paxson Mar 2019

The Double-Edged Sword Of Standardized Testing, Barbara Meyer, Christine Paxson

Faculty Publications - College of Education

Assessment in Pk-12 schools has always been a challenge. Measurement and comparison of students, schools, school districts and states provides accountability for all stakeholders in education. Standardized testing has become the norm, but it is overused. The Partnership for Assessment of Readiness for College and Careers is one test adopted on a large scale to measure whether students are prepared for college and career. Parents are one of the stakeholders who had had concerns about another standardized test, but they also recognize the need. A survey was conducted of parents whose children took PARCC to learn their expectations of the ...


Effects Of Professional Learning Communities On Instructional Revisions In Secondary Mathematics Classrooms, John Kenneth Bond Jan 2019

Effects Of Professional Learning Communities On Instructional Revisions In Secondary Mathematics Classrooms, John Kenneth Bond

Theses, Dissertations and Capstones

This non-experimental, descriptive study examined the effect(s), if any, that professional learning communities have had on the professional practices of secondary (grades 9-12) mathematics teachers in Boone, Clay, Putnam, and Kanawha counties in West Virginia. Also investigated were the potential differences in instructional-practice change(s) based on selected demographic variables: sex, degree level, the grade level taught, the total years of teaching experience, the total number of years in their current position, the specific math subject taught, the total number of years of PLC participation, and the composition (e.g., departmental, cross-curricular, or both) of participants’ PLC. Data were ...


Special Education Teachers' Perceptions Of Professional Development Around Assessment, Mary Sue Durr Jan 2019

Special Education Teachers' Perceptions Of Professional Development Around Assessment, Mary Sue Durr

Walden Dissertations and Doctoral Studies

The significance of professional development (PD) is acknowledged in research studies as essential to implementing rigorous state standards. Although the literature recognizes that PD is a crucial component in improving teachers' knowledge and skills, some teachers at a midsized urban public elementary school in the southern United States did not see the benefit of attending PD. The purpose of this study was to explore elementary special education teachers' perceptions of PD around assessment. Guided by a framework based on Chen and McCray's whole teacher approach to teacher PD, this basic qualitative study was designed to understand how these elementary ...


Improving Performance On Task Three Assessment: Strategies And Supports, Terryl Rock, Norma Hogan Nov 2018

Improving Performance On Task Three Assessment: Strategies And Supports, Terryl Rock, Norma Hogan

Terryl Rock

In this session presenters will demonstrate specific strategies and supports that have helped our teacher candidates
improve their performance on Task Three: Assessment. Topics include helping teacher candidates:

  • Identify and state objectives clearly and effectively.
  • Align standards/objectives, instruction, and assessment.
  • Develop deeper understandings of evaluative criteria, cognitive feedback, and helping their students to use feedback.
  • Organize and display assessment data.
  • Conduct meaningful analysis of assessment data
  • Use assessment data to modify instruction and to plan next steps


Examples of strategies/activities/supports, as well as guidance for others to develop their own will be provided.


Teaching To Assess: An Evaluation Of Assessment Education For Secondary Teacher Candidates, Daniel M. Frederking Aug 2018

Teaching To Assess: An Evaluation Of Assessment Education For Secondary Teacher Candidates, Daniel M. Frederking

Theses and Dissertations

This study examined the assessment instruction of a four-year undergraduate secondary education program and its alignment to the teaching standards and the summative teacher licensure assessment. Document analyses were conducted on the program’s syllabi as well as the assessment portions of the InTASC standards and the handbook of the edTPA. Results highlighted several areas of misalignment in the areas of categorical concurrence, depth of knowledge, and range of knowledge. Also of note, preservice teachers in different secondary subject areas are receiving different amounts of assessment instruction. Additionally, local edTPA data was examined to highlight areas of strength and weakness ...


The Effects Of Formative And Summative Assessment On Student's Connectedness, Satisfaction, Learning And Academic Performance Within An Online Healthcare Course, Thomas J. Wing Aug 2018

The Effects Of Formative And Summative Assessment On Student's Connectedness, Satisfaction, Learning And Academic Performance Within An Online Healthcare Course, Thomas J. Wing

Boise State University Theses and Dissertations

The quantitative study presented here evaluates the effects of formative and summative assessment on student’s connectedness, satisfaction, learning and academic performance within a university three-credit 400 level online healthcare course. Literature exploring the role that formative assessment plays within an online environment is currently lacking. Additionally, understanding how assessment practices can help support the goals of online healthcare education is vitally important given the rise in popularity of this delivery format.

This study investigated student outcomes in the form of connectedness, satisfaction, learning and academic performance. Four cohorts of students were included in this study. Two cohorts were provided ...


Early Literacy Abilities In Spanish-English Emergent Bilingual Children From Varied Dialectal Backgrounds, Antonietta Mastrota Jun 2018

Early Literacy Abilities In Spanish-English Emergent Bilingual Children From Varied Dialectal Backgrounds, Antonietta Mastrota

Graduate Theses and Dissertations

The Hispanic population within the United States has grown to a considerable amount. The state of Florida’s population is 25% Hispanic, with projected estimates of this population continuing to grow in the coming years (Ortman & Shin, 2011). Statistics show that 28.3% of the state’s population, over the age of five, speak a language other than English at home. With this considerable number of Spanish-speakers comes the responsibility to adjust certain educational practices to best meet their needs. Literacy is an essential part of learning, and therefore assessing early literacy is an essential part to any child’s academic development.

Phonological awareness is the ability to manipulate and identify the phonological segments of a word (Blachman, Tangel, Ball, Black & Mcgraw, 1999). It is a strong predictor for early literacy abilities (Bradley & Bryant, 1983, Kozminsky & Kozminsky, 1995, Vandervelden & Siegel 1997). This relationship between phonological awareness and early literacy exists within the English language, and also within many other alphabetic languages such as Spanish (Anthony, Williams, McDonald, Corbitt-Shindler, Carlson, & Francis, 2006). Therefore, phonological awareness shares an important relationship to early literacy abilities for both English and Spanish speakers.

There are many morphological, phonological, syntactical, and lexical subtleties that exist between varied dialects of the Spanish language. Vocabulary and lexicon use has been shown to positively influence phonological awareness skills in young children. Dialectical classifications of the participants were determined through use of different dialect specific vocabulary word list in the Linguistic and Cultural Background Survey. This study sought to evaluate whether dialectical differences among young Spanish-English bilinguals were associated with performance on measures of phonological awareness and reading.

Twelve participants (children ages 3.17 years to 7.5 years and their parents participated in the study. Children completed a short form of the dynamic assessment of phonological awareness in Spanish (Loreti, 2015), the Letter-Word Identification of the Woodcock-Muñoz Language Survey-Revised (WMLS-R; Woodcock et al., 2005), the Elision, Rapid Automatic Naming, and Letter Name/Letter Sound subtests from the Test of Phonological Sensitivity in Spanish (TOPSS; Brea et al., 2003) and the Preschool Language Scales, Fifth Edition Spanish Screening Test (PLS-5; Zimmerman et al., 2011). Parents completed a Linguistic and Cultural Background Survey designed to identify potential dialectical differences among the children.

Results from the Linguistic ...


Getting To The Why: Exploring Early Career Physical Science Teachers' Discourse And Assessment Practices., Aaron Alfred Musson Jun 2018

Getting To The Why: Exploring Early Career Physical Science Teachers' Discourse And Assessment Practices., Aaron Alfred Musson

Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education

Formative assessment, or assessment for learning, is an essential component of the interactions between teachers and learners. Teachers elicit statements of understandings to decide their next instructional steps. Similarly, students communicate what they know, and apply teachers’ responses. Formative assessment is as much assessment as discourse; teachers use both to determine and respond to student needs. When teachers use formative assessments effectively, they can guide student understanding, extend discussions, probe for deeper meanings, and provide feedback. Formative assessment provides an understanding of how students are growing (or struggling), which teachers can use to adjust instruction. Frequent formative assessment is strongly ...


Faculty Development Initiatives: A Prerequisite For Capacity Building And Enhanced Productivity In A Medical Institution, Rehana Rehman, Hassan Mehmood, Syeda Fatima, Irfanullah Baig, Zohaib Rana, Mohammad Iqbal Jun 2018

Faculty Development Initiatives: A Prerequisite For Capacity Building And Enhanced Productivity In A Medical Institution, Rehana Rehman, Hassan Mehmood, Syeda Fatima, Irfanullah Baig, Zohaib Rana, Mohammad Iqbal

Department of Biological & Biomedical Sciences

Objective: To determine the contribution of teaching, learning and assessment forum's initiatives on professional development of faculty and staff.
Methods: This retrospective study was conducted at the Department of Biological and Biomedical Sciences, Aga Khan University, Karachi, from July to December 2016, and comprised teaching, learning and assessment activities carried out from 2012 to 2015. The responses acquired from feedback evaluation were recorded at the end of activity on a Likert-type scale ranging from 1-5. Positive responses were presented for each variable with respective activity type across the study years. The association of the effectiveness of teaching ...


Teaching Peer Feedback As Ethical Practice, Derek Miller, Troy Hicks, Susan Golab May 2018

Teaching Peer Feedback As Ethical Practice, Derek Miller, Troy Hicks, Susan Golab

Language Arts Journal of Michigan

Even with weeks of building a classroom community and deliberate instructional scaffolding, students may not engage in thoughtful peer review. One teacher discovers how he must place a deep, intentional value on the feedback itself—and the writers who provided it to one another.


Shifting The Culture Through Strategic Moves And Hires, Sarah Edwards Mar 2018

Shifting The Culture Through Strategic Moves And Hires, Sarah Edwards

Academic Chairpersons Conference Proceedings

Wondering how to motivate faculty to be the drivers for building and maintaining an assessment system that works? Join this session to consider how to make strategic moves and hires designed to have faculty own data and view assessment as a vital part of the faculty role.


The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco Feb 2018

The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco

Interdisciplinary Journal of Problem-Based Learning

Teachers’ problem-based learning knowledge, abilities, and attitudes are important factors in successful K–12 PBL implementations. This article describes the development and use of a free, online module entitled Design a Problem-Based Learning Experience. The module production, aligned with theories of andragogy, was a partnership between the recipients of a grant using PBL to enhance English language learner education and the Sanford Inspire Program. A multistage evaluation design was used in the iterative process of module creation. Starting with an initial white paper, the module’s conceptualization, development, pilot testing, and refinement are described, along with the current use statistics ...


Navigating The Contested Terrain Of Teacher Education Policy And Practice: Authors Respond To Scale, Nick Henning, Alison G. Dover, Erica Dotson, Ruchi Argwal Rangnath, Christine Clayton, Martha K. Donovan, Susan Ophelia Cannon, Stephanie Behm Cross, Alyssa Dunn Jan 2018

Navigating The Contested Terrain Of Teacher Education Policy And Practice: Authors Respond To Scale, Nick Henning, Alison G. Dover, Erica Dotson, Ruchi Argwal Rangnath, Christine Clayton, Martha K. Donovan, Susan Ophelia Cannon, Stephanie Behm Cross, Alyssa Dunn

Middle and Secondary Education Faculty Publications

Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary. The authors’ responses raise concerns about equity, fairness, and unintended consequences of teacher performance assessments. These responses highlight the need for continued dialogue on ways to improve teacher education and strengthen the teaching profession.


Listening To Our Graduate Students' Feedback: Graduate Student Exit And Alumni Surveys, Alison W. Hong-Novotney Jan 2018

Listening To Our Graduate Students' Feedback: Graduate Student Exit And Alumni Surveys, Alison W. Hong-Novotney

Theses and projects

Student and alumni surveys have become some of the most widely-used methods of assessment of student learning in higher education. While the majority of literature on student surveys and assessment focuses on undergraduate students, this study looks specifically at why graduate student exit and alumni surveys can be valuable tools within a comprehensive assessment plan. Listening to the feedback of current and former graduate students, and then acting upon that feedback, is crucial for the engagement and success of this unique population of students who bring their particular strengths and needs to their educational experiences. This study examined how master ...


A Systematic Review Of The Research On The Knowledge And Skills Of Australian Preservice Teachers, Jennifer Stephenson Jan 2018

A Systematic Review Of The Research On The Knowledge And Skills Of Australian Preservice Teachers, Jennifer Stephenson

Australian Journal of Teacher Education

Since knowledge and skills related to curriculum content and pedagogy are crucial for teachers, it is of interest to explore the research relating to what preservice teachers know and can do. Refereed journal articles published between 2005 and 2015 that reported on the assessment of the knowledge or skills of Australian preservice teachers are reviewed. Data were extracted from 52 articles relating to the context of the research, participants in the research and the adequacy of the knowledge and skills of preservice teachers. Most authors expressed some concern about the level of knowledge and skills of preservice teachers and where ...


Short Case Study: The First Year Experience: Students’ Perceptions On Assessment, Fiona Mcsweeney, Roisin Donnelly Jan 2018

Short Case Study: The First Year Experience: Students’ Perceptions On Assessment, Fiona Mcsweeney, Roisin Donnelly

Other resources

This case study reports on the results of a pilot study with first year students in the Department of Social Sciences in a Higher Education Institution (HEI) in Ireland. It discussed the findings in relation to student perceptions on the assessment process for first years.


Edtpa As A Tool To Measure Teacher Readiness: A Case Study On First Year Teachers, Dr. Molly Zhou Jan 2018

Edtpa As A Tool To Measure Teacher Readiness: A Case Study On First Year Teachers, Dr. Molly Zhou

Georgia Educational Researcher

Reference MS#1124

The case study intends to study edTPA as a measure for teacher readiness. The case study examined four first year teachers’ edTPA experience, performance, and their perspectives on edTPA as a tool to measure teacher readiness in light of their first year teaching experiences and TKES assessment results. Three research questions were used to guide the study: What were first year teachers’ edTPA experience and performance? What were first year teachers’ TKES assessment results? What were first year teachers’ perspectives on edTPA as a tool to measure teacher readiness? Four first year teachers in north GA participated ...


The Effects Of Professional Development And Formative Assessment Quality On Students' Self-Regulation In Primary School Mathematics, Oluwakemi Adewoye Jan 2018

The Effects Of Professional Development And Formative Assessment Quality On Students' Self-Regulation In Primary School Mathematics, Oluwakemi Adewoye

Walden Dissertations and Doctoral Studies

Student self-regulation is associated with mathematics achievement in Nigerian primary schools, and formative assessment holds promise for increasing self-regulation. However, to date no research has explored teacher professional development (PD) for formative assessment and its effects on students' self-regulation in Nigerian primary schools. This quasi-experimental nonequivalent control group design used Desimone's teacher professional development conceptual framework, Popham's model for practicing formative assessment, and Zimmerman's concept of self-regulated learning. Research questions concerned whether differences existed in teachers' practice and students' self-regulation between two groups of Nigerian primary school mathematics teachers who received variations of professional development. The sample ...


Reading With Understanding: A Global Expectation, Mary Shea, Maria Anne Ceprano Oct 2017

Reading With Understanding: A Global Expectation, Mary Shea, Maria Anne Ceprano

Journal of Inquiry and Action in Education

Abstract:

This article outlines the complexity of reading with understanding, what is required for full and deep comprehension, the state of affairs with regard to reading comprehension in developed countries, possible etiologies for low performances, and suggestions for instruction in specific skills and strategies to improve students’ demonstrated achievement in daily lessons as well as on global assessments. Recognizing the commonality of this concern among nations, a need to examine universally accepted tenets for successful reading comprehension as well as local etiologies that impede it becomes increasingly important. Such tenets are skills and strategies that address all of Irwin’s ...


Improving Performance On Task Three Assessment: Strategies And Supports, Terryl Rock, Norma Hogan Oct 2017

Improving Performance On Task Three Assessment: Strategies And Supports, Terryl Rock, Norma Hogan

ETSU Faculty Works

In this session presenters will demonstrate specific strategies and supports that have helped our teacher candidates
improve their performance on Task Three: Assessment. Topics include helping teacher candidates:

  • Identify and state objectives clearly and effectively.
  • Align standards/objectives, instruction, and assessment.
  • Develop deeper understandings of evaluative criteria, cognitive feedback, and helping their students to use feedback.
  • Organize and display assessment data.
  • Conduct meaningful analysis of assessment data
  • Use assessment data to modify instruction and to plan next steps


Examples of strategies/activities/supports, as well as guidance for others to develop their own will be provided.


The Feasibility Of Assessing Parent And Child Letter Knowledge In At-Rrisk Families Within A Museum Enrichment Setting, Jeny Sara Thomas Aug 2017

The Feasibility Of Assessing Parent And Child Letter Knowledge In At-Rrisk Families Within A Museum Enrichment Setting, Jeny Sara Thomas

Theses and Dissertations

ABSTRACT

THE FEASIBILITY OF ASSESSING PARENT AND CHILD LETTER KNOWLEDGE IN AT-RISK FAMILIES WITHIN A MUSEUM ENRICHMENT SETTING

by

Jeny Sara Thomas

The University of Wisconsin-Milwaukee, 2017

Under the Supervision of Professor John Heilmann

Purpose. This study addressed alphabet knowledge with children/parents who may be at-risk using a museum environment. The purpose of this study was to investigate whether the parent- and child-level assessments developed were appropriate to measure letter knowledge and children’s home literacy environment (HLE) from at-risk families and implement a museum enrichment program for the children/parents within a museum experience.

Methods. Fourteen parent-child dyads ...


Learning To Assess Student Understanding Through Formative And Summative Assessment, Sheryl Mcglamery, Saundra Shillingstad Jul 2017

Learning To Assess Student Understanding Through Formative And Summative Assessment, Sheryl Mcglamery, Saundra Shillingstad

Journal of Curriculum, Teaching, Learning and Leadership in Education

Abstract: Following extensive discourse and observation (2015-2016) of pre-service teacher candidates’ engagement in academic field experiences in math, science, and social studies methods courses, two undergraduate methods professors noted that many of the teacher candidates struggled in the area of assessing student learning. We noted that pre-service teacher candidates struggled to differentiate between formative and summative assessment practices, struggled with knowing when and how to assess students during instruction, and lastly how to identify if student learning had occurred. This action research study reports the impact that modeling, teaching experience, and demonstrations of formative and summative assessment measures had on ...


Universal Design For Learning: A New Clinical Practice Assessment Tool Toward Creating Access And Equity For All Students, Diana Fogarty Jul 2017

Universal Design For Learning: A New Clinical Practice Assessment Tool Toward Creating Access And Equity For All Students, Diana Fogarty

LMU/LLS Theses and Dissertations

To examine to what extent current general education pre-service teachers within a teacher preparation program at a private institution of higher education know and understand the principles of Universal Design for Learning (UDL), expert focus groups were conducted. General education program syllabi were examined for UDL content and found to be lacking in such content. General education pre-service teachers videotaped lessons were reviewed for UDL content and were also found to be inadequate in demonstrating knowledge and understanding of Universal Design for Learning principles. Focus groups comprised of university fieldwork instructors and teacher education experts were asked to review and ...