Evaluating Teacher Education Programs through Performance-Based Assessments

Evaluating Teacher Education Programs through Performance-Based Assessments

Drew Polly (University of North Carolina - Charlotte, USA)
Release Date: February, 2016|Copyright: © 2016 |Pages: 436
DOI: 10.4018/978-1-4666-9929-8
ISBN13: 9781466699298|ISBN10: 1466699299|EISBN13: 9781466699304
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Description & Coverage
Description:

Performance-based assessments have become a critical component of every teacher education program. Such assessments allow teacher candidates to demonstrate their content and pedagogical knowledge, skills, and dispositions in an authentic setting.

Evaluating Teacher Education Programs through Performance-Based Assessments analyzes and discusses the theory and concepts behind teacher education program evaluation using assessment tools such as lesson plans, classroom artifacts, student work examples, and video recordings of lessons. Emphasizing critical real-world examples and empirically-based studies, this research-based publication is an ideal reference source for university administrators, teacher educators, K-12 leaders, and graduate students in the field of education.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Assessment Design
  • edTPA
  • Policy and Licensure
  • Pre-Service Teacher Training
  • Teacher Professional Development
  • University-School Partnerships
  • Video Tools
Reviews and Testimonials

As a common pursuit for all teacher education programs, licensure requirements as a pedantic discipline have entailed a sophisticated body of theory and applied knowledge. Teacher qualifications, therefore, are vital to keep in mind as teacher education programs seek to improve and sustain their practice. This book has well documented continuous improvement efforts and implementations of a diversity of program initiatives to deal with numerous challenges arising from edTPA and alternative forms of performance-based evaluations for teacher readiness. Questions have been raised as to what constitutes the broad picture of good teaching, as well as whether the constant bombardment of educational initiatives are all grounded into practices.

– Hui-Wen Tang, Teacher Education Center, Ming Chuan University, Taiwan, and Chia-Wen Tsai, Department of Information Management, Ming Chuan University, Taiwan
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Editor Biographies
Drew Polly is an associate professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte. His research agenda focuses on examining how to support the implementation of technology and standards-based pedagogies. More information can be found at: http://drewpolly.org/me.
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