From Knowing to Doing: Assessing Teaching Performance

• In Event: Psychometrics and Educational Measurement Poster Session 1

Abstract

Assessments of teaching competence are increasingly designed to provide evidence of the knowledge and skills used in teaching practice. Perhaps best-known are assessments of content knowledge for teaching (CKT), which focus on the types of content knowledge used in the work of teaching a school subject (e.g., analyzing student work, representing concepts in ways that support student learning). However, CKT assessments can only provide strong evidence of knowledge and reasoning and not the performances that constitute the bulk of teachers’ work. In this session we describe the use of an evidence centered design (ECD) approach used to develop a new type of performance task and we present results from a study piloting these tasks with 59 teacher candidates.

Authors

• Geoffrey C. Phelps, Educational Testing Service

• Brent Bridgeman, ETS