Using Short Situated Performance Tasks and Peer Feedback to Support Preservice Teacher Learning

• In Event: Fairmont Roundtable Session One
  In Roundtable Session: Building Teacher Capacity (Table 17)

Abstract

In this session, we present results on the use of an innovative, new type of short performance task designed to provide preservice teachers with opportunities to try out core teaching practices, receive feedback, and then use these learning experiences to inform their teaching. Two mathematics and two reading language arts teacher educators incorporated the short performance tasks into their methods courses to facilitate peer-feedback interactions. The teacher educators were interviewed after teaching each lesson. The study investigated how teacher educators made use of the performance tasks and peer review to support preservice teacher learning, what they valued about these activities, and their recommendations for modifying and supplementing the task and lesson materials for future uses.

Authors

• Geoffrey C. Phelps, Educational Testing Service
  Presenting Author

• Omodolapo Somo-Aina, University of North Carolina - Greensboro
  Presenting Author

• E. Caroline Wylie, Center for Assessment
  Presenting Author