- Browse
Search
On-Site Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
- Information Menu
Search Tips
- Navigation and Settings Menu
Change Preferences / Time Zone
Sign In
- Social Media Menu
Facebook
Bluesky
Threads
X (Twitter)
LinkedIn
Instagram
YouTube
Equity, Coherence, and Assessment: Enhancing Teacher Preparation Through Collaborative Insights (Table 7)
Thu, April 24, 9:50 to 11:20am MDT (9:50 to 11:20am MDT), The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 1Session Type: Roundtable Session
Abstract
In this roundtable session, participants will engage in a critical dialogue about the complexities of assessment in educational contexts, focusing on equity, coherence, and reflective practices. The first paper examines the need for equity and social justice in teacher performance assessments. The second paper discusses challenges to program coherence arising from pedagogical performance assessments. Lastly, the third paper investigates the psychometric properties of global competence assessments in the Philippines. This session invites educators and researchers to share insights, strategies, and challenges related to assessment practices that prioritize equity and coherence, fostering a collaborative environment for collective learning and growth (OpenAI, 2024).
Sub Unit
Papers
Toward Equity: Facilitating Asset-Based Thinking Through Teacher Performance Assessments - Diana L Sherman, Saint Anselm College; Audrey Rogers, Southern New Hampshire University; Dianna L. Gahlsdorf-Terrell, Saint Anselm College; Kathryn McCurdy, University of New Hampshire; Emilie Mitescu Reagan, Claremont Graduate University
Pedagogical Performance Assessments as Challenges to Teacher Preparation Program Coherence - Connor Warner, University of Utah
Psychometric Properties of the PISA 2018 Global Competence Attitudes Item for the Philippines Population: An Item Response Theory Approach - Yu-Chieh Wu, University of Hawai‘i at Mānoa
Collaborative Autoethnography and Accreditation: Faculty Reflections on Their Self-Study - Maria Paula Mello, St. John's University; MaryBeth Schaefer, St. John's University; Aliya Holmes, St. John's University