Inspiring Assessment That Promotes Learning: Preparing Teacher Candidates for New Teacher Evaluation Procedures

• In Event: Poster Session 6
  In Poster Session: Studies of Assessment Comparability, Teacher Perceptions and Use of Data, and Student Preparation for Testing

Abstract

This paper reports on a grant-funded study conducted at an institute of teacher preparation. In response to newly mandated guidelines for teacher evaluation in K – 12 schools, including measures of student academic progress, several faculty in our college designed a study investigating how these procedures were being implemented in local schools, as well as how the teacher preparation program in the college should respond accordingly. Data collection included surveys of teacher candidates, cooperating professionals and school administrators; focus groups with school administrators and cooperating professionals; and a curriculum review process amongst faculty. Key findings include the diversity of evaluation practices across schools and evidence that more attention is needed to training teachers in assessment practice that promotes learning.

Authors

• Whitney Elaine Wall Bortz, Radford University

• Patricia B. Shoemaker, Radford University

• Boyoung Park, Radford University