Teacher Performance Assessment: Living an Inquiry Stance Toward Teaching Teachers

• In Event: Roundtable Session 55
  In Roundtable Session: Studies in Teacher Effectiveness, Preparation, and Certification

Abstract

This paper highlights how a team of teacher education faculty engaged in programmatic inquiry around its co-constructed Standard Performance Assessment for Teaching. Researchers found that program candidates performed well according to rubric criteria. They also evidenced the fact that when the performance assessment is analyzed via specific artifacts and standards, areas for improvement may be noted. Teacher educators model the inquiry stance and positioning toward knowledge creation they hope to instill in teacher candidates.

Authors

• Jennifer L. Snow, Boise State University

• Sherry Dismuke, Boise State University

• A.J. Zenkert, Boise State University

• Carolyn Loffer, Boise State University