Preservice Teachers in Field-Based Settings: How Should Their Assessment Proceed?

• In Event: 29.071 - Methodological and Analytical Approaches to Strengthening Learning Outcomes Assessment Measures

Abstract

This study was focused on an examination of the effectiveness of 62 narrative assessment document sets used to represent pre-service teacher experience and performance in school settings. The document sets were prepared by pre-service teachers and their supervising teachers. Preliminary results in the document analysis revealed that the effectiveness of the assessment tools was linked to the ways in which pre-service teachers and their supervising teachers chose to use them. While all narratives aligned with state and NCATE standards, pre-service teachers provided detailed documentation of their classroom experiences and performance. In contrast, supervising teacher assessment narratives addressed pre-service teacher performance and experience more generally.

Authors

• Lynn Nations Johnson, Western Michigan University

• Kathy Mitchell

• Kelsey Woodard, Darton State College

• Carol J. Crumbaugh, Western Michigan University