Assessing Teacher Learning: Iterations on a Performance Task

• In Event: Thursday Roundtable Session 9:00 am
  In Roundtable Session: Assessment Practices: What Really Counts? (Table 37)

Abstract

This paper describes the development of a non-self-report, performance task instrument designed to assess teachers’ STEM pedagogy in ways that build on other measures of teacher learning. The instrument work has been done in concert with a National Science Foundation-funded research project to address the need for systemic support for transdisciplinary, project-based learning in Grades K-8. The task itself went through multiple iterations, and ultimately focused on a lesson critique strategy to capture teachers’ conceptualization of STEM and their perspectives on STEM design work. The paper shares evidence on the reliability and validity of the instrument and related scoring rubric, the final versions of which are shared.

Authors

• Jessica Yusaitis Pike, Teachers College, Columbia University

• Ellen B. Meier, Teachers College, Columbia University

• Caron M. Mineo, Teachers College, Columbia University

• Yingxin Ye, Teachers College, Columbia University

• Seth A. McCall, Lake Superior State University