Educational Administration and Supervision Commons^™

Pod Leadership: 15 Years Of Service

Professional and Organizational Development Network in Higher Education: Conference Materials

Introduction, by Delivee L. Wright

POD Executive Directors

Past POD Executive Directors

POD Core Committees

Title And Contents, Jane Close Conoley, James Y. Mitchell Jr, Steven L. Wise, Barbara S. Plake

Assessment of Teaching: Purposes, Practices, and Implications for the Profession

Buros-Nebraska Symposium on Measurement & Testing

Contents

Preface vii

1. Face Validity: Siren Song for Teacher-Testers 1
W. James Popham

2. Teacher Performance Assessments: A New Kind of Teacher Examination 15
Edward H. Haertel

3. Improving Teaching Through the Assessment Process 37
Donald M. Medley

4. Assessing the Quality of Teacher Assessment Tests 77
William A. Mehrens

5. Teacher Evaluation in the Organizational Context 137
Linda Darling-Hammond

6. Measuring Performance in Teacher Assessment 183
Richard J. Stiggins

7. Legal and Professional Issues in Teacher Certification Testing: A Psychometric Snark Hunt 209
George F. Madaus

8. Limitations of Using Student Achievement …

7. Legal And Professional Issues In Teacher-Certification Testing: A Psychometric Snark Hunt, George F. Madaus

Assessment of Teaching: Purposes, Practices, and Implications for the Profession

The validation of teacher-certification tests has become a snark hunt. The snark pursued by test contractors however, is not nearly as elusive, nor fanciful as Carroll's shadowy beast. Their snark is a "legally defensible" test. Test contractors are-merely from nervousness (not from goodwill)-marching along shoulder to shoulder with jurists. I will argue that hunting the shadowy snark through the dark wood of the court room cheapens the conceptualization of validity and delimits the conduct of validation studies to minimalist exercises designed to obtain a positive result.

I start from the basic premise that the most important feature of any test …

Author Index

Assessment of Teaching: Purposes, Practices, and Implications for the Profession

Author Index (8 pages)

A-Z

A

Abeles, S., 18,35
Aburto, S., 22, 34
Acheson, K. A., 311, 326
Adams, N. E., 173,176
Adams, P. T., 47, 75
Aickin, M., 217, 257
Airasian, P. W., 283, 303
Alabama State Board of Education, 81, 129
American Educational Research Association, 8, 14, 28, 34, 83, 85, 86, 88, 97, 98, 102, 105, 106, 107, 109, 119, 125, 126, 127,129,227,246,247,256,267,268, 269, 277, 282, 286, 298, 300, 359, 375
American Psychological Association, 8, 14, 28,34,83, 85, 86, 88, 92, 97, 98 , 102, 105, 106, 107, 109, 119, 125, 126, 127, 129,227,246,247,256,267,268,269, 277,282, 286, 298, …

Subject Index

Assessment of Teaching: Purposes, Practices, and Implications for the Profession

Subject Index (6 pages)

A-Z

A

AASPB,114
Academic Learning Time (ALT), 324
Administrators, 316-317, 321, 324 See also Principals
Admissions Research, 45-46
Adverse Impact, 217-225, 227
Affective Variables, 355-356
Albemarle Paper Co. v. Moody, 217, 232
Allen v. The Alabama State Board of Education, 129, 214-215, 227, 232, 234-236, 238, 241n, 242, 248
Applied Testing, 242-245, 255
Appraisal Reform, 330, 341
Arkansas Educational Skills Assessment (AESA), 11

...

WY

Washington v. Davis, 228-231
Wesman Personnel Classification Test (WPCT),104
Wisdom, 41, 48
Wisdom of Practice, 23
Withitness, 51, 61
Work Environment Variables, 272
York v. Mobile, 238n

Early Childhood Special Education Philosophy And Procedures Manual For Walla Walla School District, Sandra Kay Lee

All Graduate Projects

The purpose of this project was to develop a philosophy and procedures manual for the Walla Walla School District's center-based special education preschool program. Twenty-five school districts were asked if they possessed a philosophy and procedures manual. Six of those school districts possessed a parent manual. None of the districts possessed a procedures manual.

A manual was developed through interview of staff members and adaptation of Head-Start procedures. The manual contains procedures for abuse and neglect reporting, emergency/health, referral, child-find, extended school year, transition, teacher planning, and a parent orientation manual.

Implementation Handbook For A High School Advisory Program, Patrick Mark Lyons

All Graduate Projects

An implementation handbook for principals who wish to begin an advisory program at the secondary level was developed. Thirtynine principals from middle schools and high schools in Washington State were surveyed concerning the need for advisement programs at the secondary level. Questions concerning need, scheduling, evaluation, in-service, and program administration were asked in the survey. The information from the survey, as well as information contained in the literature, was used in the development of the implementation handbook.

The Use Of Volunteers In The Implementation Of A Primary Reading Program, Lynnaie Wright

All Graduate Projects

The purpose of this project is to supply activities and materials to classroom teachers in a practical and useful manner that will help in utilizing volunteers as reading tutors in the classroom. This project is a compilation of Information gathered from a review of literature based on volunteer tutoring. Programs that have utilized volunteers are studied. Sources for recruiting volunteers, management strategies for supervising volunteers, training of volunteers, and suggestions for retaining volunteers are included in this project.

Editorial Matter 1990

To Improve the Academy: A Journal of Educational Development

Foreword, by Linda Hilsen, Editor

Contents

Faculty Development Through Faculty Luncheon Seminars: A Case Study Of Carnegie Mellon University, Susan A. Ambrose

To Improve the Academy: A Journal of Educational Development

Background

Genealogy of the Sessions

Outcomes

Conclusions

References

Senior Faculty Career Attitudes: Implications For Faculty Development, Robert A. Armour, Barbara S. Fuhrmann, Jon F. Wergin

To Improve the Academy: A Journal of Educational Development

Method

Findings

Satisfaction

Personal and Career Matters

Disciplinary Differences

Minority Differences

Gender Differences

Discussion

Implications for Faculty Development

References

The Faculty Developer As Witchdoctor: Envisioning And Creating The Future, Sally S. Atkins, Jon A. Hageseth, Ellen L. Arnold

To Improve the Academy: A Journal of Educational Development

From Production Toward Personal Meaning

From Individualism Toward Interconnectedness

From Centralization Toward Community and Personal Responsibility

From Science Toward Spirituality

Conclusion

References

Transformational Faculty Development: Integrating The Feminine And The Masculine, Virginia Van Der Bogert, Kathleen T. Brinko, Sally S. Atkins, Ellen L. Arnold

To Improve the Academy: A Journal of Educational Development

Different Worlds, Different Values

Our Experience

Integrating the Masculine and the Feminine

Personal Development

Professional Development

Organizational Development

Conclusion

Words Associated with a Traditional and a Transformed Academy

References

The Hard-Easy Rule And Faculty Development, Robert Boice

To Improve the Academy: A Journal of Educational Development

The Hard-Easy Rule

The Hard-Easy Rule and Faculty Development

Implications for Faculty Development

Corollaries to the Hard-Easy Rule

Conclusions

References

Reaching African-American Students In The Classroom, Jonathan Collett

To Improve the Academy: A Journal of Educational Development

Changing the Cultural Climate of Higher Education

The Challenge of Diversity at One Public College

African-American Students in the Traditional Classroom

Teaching Strategies for the Culturally Diverse Classroom

1. Awareness of our own culture-bound learning style

2. Tolerance of "disorder" and emotion

3. High expectations

4. Friendly intervention

5. Class sessions on cultural diversity

6. Frequent class evaluations

7. A pedagogical mix

A Mandate for Faculty Development in the 1990s

Notes

References

Meeting The Challenge Of An Aging Professoriate: An Opportunity For Leadership, Arthur L. Crawley

To Improve the Academy: A Journal of Educational Development

The Issue of an Aging Professoriate: Perspectives in Conflict

Planning for Faculty Shortages on the Horizon

The Impact of "Uncapping" the Mandatory Retirement Age (MRA): Implications of Recent Findings

Overcoming the Myths Concerning an Aging Faculty

Reframing the Aging Issue: The Leadership Challenge

Providing an Opportunity Structure for Senior Faculty Renewal

Strategies for Renewal

Summary and Conclusions

References

Developing Teaching Skills During Graduate Education, Robert M. Diamond, Franklin P. Wilbur

To Improve the Academy: A Journal of Educational Development

The Teaching Background of New Faculty

Administrative Options

Formal Instruction in Teaching

Courses Offered by Schools or Colleges of Education

Teaching Assistant Training Programs

Program Content

Common Elements

Case Studies

Where to Begin

Summary

References

The Freshman Seminar And Faculty Development, James P. Doyle

To Improve the Academy: A Journal of Educational Development

Addressing the Needs of Students

From Student Development to Faculty Development

A New Teaching Experience

Expanding the Classroom

Sharing Our Lives

Living Our Values

The Teaching Initiative: With A $50,000 Gift From Allen Jossey-Bass, Aahe Launches A New Special Project On Teaching, Russell Edgerton

To Improve the Academy: A Journal of Educational Development

Preparing Faculty as Teachers

The Revival of Pedagogy

A Second Try at Turning Specialists into Professors

A Role for AAHE: The Teaching Initiative

Strategic Teaching: The Possible Dream, Linc. Fisch

To Improve the Academy: A Journal of Educational Development

The Strategic Teaching Process

Clarification of the Process

Making the Process Work

Reference

A Model For Infusing Cultural Diversity Concepts Across The Curriculum, Barbara Flannery, Maureen Vanterpool

To Improve the Academy: A Journal of Educational Development

Background

Purpose

Assumptions

Student Learning: Conceptual Frameworks for Culturally Receptive and Culturally Resistant Students

The Culturally Receptive Student: The Role of Cognitive and Affective Learning Objectives

The Culturally Resistant Student: Using Personal Relevance to Increase Salience of Cultural Diversity Concepts

A Model for Infusing Cultural Diversity Concepts Across the Curriculum: Combining Cognitive and Affective Learning Objectives and Personal Relevance

Applications of the Model: Two Case Studies

Teacher Education

Housing and Interior Design

Interdisciplinary Applications of the Model

References

Current And Desired Faculty Development Practices Among Pod Members, Joanne Kurfiss, Robert Boice

To Improve the Academy: A Journal of Educational Development

Method and Sample

Results

Program Structure and Evaluation

Current and Desired Practices

Importance of Teaching

Views of Faculty Development

Discussion

References

Workshops On Writing Blocks Increase Proposal Activity, Robert A. Lucas, Mary Kathryn Harrington

To Improve the Academy: A Journal of Educational Development

Workshops on Writing Blocks Produce Increases in Proposal Writing

Fear of Failure Is a Major Impediment to Proposal Writing

Achieving the Effect Requires Conscious Application of Strategies to Counter Writing Blocks

Writing System Significantly Benefits New Faculty

Inexperienced Faculty Have Special Access to Internal and External Grants

Conclusion

References

Strategies For Monitoring And Improving Seminars: An Application In A Course On Managing Computer Integrated Manufacturing, Paul Mangiameli, Seetharama Narasimhan, Glenn R. Erickson

To Improve the Academy: A Journal of Educational Development

The Course

Course Monitoring and Feedback Techniques

Using the Feedback

Discussion

References

Appendix

Integrating Teaching And Research: A Multidimensional Career Model, Mary Pat Mann

To Improve the Academy: A Journal of Educational Development

The Academic Matrix: Teaching and Research

Career Choices and Role Orientation

Expanding Faculty Development

1. Support the overall career development of faculty members

2. Assist faculty in developing their general professional skills

3. Involve faculty in scholarly work directly related to their teaching

Conclusion

References

Helping Faculty Build Learning Communities Through Cooperative Groups, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

What is Cooperative Learning?

Cooperative Learning Strategies

Research on Cooperative Learning

The Value of Cooperative Learning

References

Section I: Teaching And Research: Coming Into Balance

To Improve the Academy: A Journal of Educational Development

Faculty developers have made painstaking progress in achieving a higher status for teaching in academe. Research and publication are revered in this occasionally mad-hatter world.

Section Ii: Teaching: Making It Even Better

To Improve the Academy: A Journal of Educational Development

This section progresses from a means for individual faculty members to examine their teaching, to an exploration of effective cooperative methods, to implementation of strategies for monitoring and improving a seminar course. It presents tools for personal development and instructional faculty development.

Section Iii: Faculty Development: Seeing And Envisioning Ourselves

To Improve the Academy: A Journal of Educational Development

Practitioners must be aware of the state of the field as well as new visions. These three articles allow us to see who we are and to peek at who we may become.

Section Iv: Faculty Development: Modeling Effective Practice

To Improve the Academy: A Journal of Educational Development

Section IV, a plethora of practical ideas, is exceedingly valuable to developers; concrete models, innovative practices, and provocative case studies can be adapted to your own campuses.