Using Standards-Based Assessment of Teacher Candidates as an Alternative to Value-Added Models

• In Event: Assessment and Accreditation: How Do Instruments and Procedures Relate to Policy and Performance Indicators?

Abstract

The interrelationship of assessments of content knowledge, pedagogical content knowledge, pedagogical knowledge, K-12 student learning, and professional dispositions is investigated through the analysis of the data gathered on 206 teacher candidates over two years. Results show these elements are generally independent, suggesting the need to design assessments for each standards-based element. The report discusses these components of teacher candidate evaluation in relationship to value added models of assessment.

Authors

• James B. Carroll, University of Portland

• Jacqueline C. Waggoner, University of Portland

• Bruce N. Weitzel, University of Portland

• Hillary Merk, University of Portland

• John L. Watzke, University of Portland