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Full-Text Articles in Education
Analysis Of The Virginia Teacher Evaluation System Through A Functionalist Lens, Brendan Bourdage, Kelly Erickson, Yi Hua
Analysis Of The Virginia Teacher Evaluation System Through A Functionalist Lens, Brendan Bourdage, Kelly Erickson, Yi Hua
The William & Mary Educational Review
Effective teacher evaluations serve the dual function of being both summative and formative (Danielson & McGreal, 2000). The current evaluation tool in Virginia uses a traditional approach of incorporating standardized test scores as forty percent of a measure of teacher effectiveness. By way of a literature review, this article applies a sociological perspective to the process of teacher evaluations in Virginia through a functionalist lens. Additionally, an examination of the pros and cons of a traditional versus authentic student assessment model is included. Evidence gathered suggests the current Virginia teacher evaluation tool fulfills the summative, but not the formative, function. …
Assessing Curriculum Planning For Humanities Inquiry: The Challenges And Opportunities Of Poster Presentation, Heather D. Wallace, Lou Preston, Kate M. Harvie
Assessing Curriculum Planning For Humanities Inquiry: The Challenges And Opportunities Of Poster Presentation, Heather D. Wallace, Lou Preston, Kate M. Harvie
Australian Journal of Teacher Education
Authentic assessment has been promoted in teacher education as a means of addressing the challenge that pre-service teachers often face in translating theory into practice. In this article, we outline one approach to authentic assessment that utilises a poster format to present a humanities inquiry sequence. Drawing on a practice-based research project into inquiry learning, we explore the challenges and opportunities of this mode of assessment in meeting our curriculum aims. While we acknowledge limitations in this method, we conclude that posters provide a succinct and engaging means of organising, disseminating and assessing inquiry planning in humanities.