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Author: Allan Odden Publisher: Routledge ISBN: 1135480346 Category : Education Languages : en Pages : 155
Book Description
This is Volume 79, Issue 4 2004 of the Peabody Journal of Education and this special issue provides a collection of works on the topic of Assessing Teacher, Classroom and School Effects in the US. The six articles focus generally on new directions in assessing and measuring teacher, classroom, and school effects on improvements in student academic achievement and more specifically analyze the criterion validity and surrounding human resources strategies of new efforts to implement performance-based teacher evaluations, the results of which in some cases are linked to new knowledge- and skills-based teacher salary schedules.
Author: Allan Odden Publisher: Routledge ISBN: 1135480346 Category : Education Languages : en Pages : 155
Book Description
This is Volume 79, Issue 4 2004 of the Peabody Journal of Education and this special issue provides a collection of works on the topic of Assessing Teacher, Classroom and School Effects in the US. The six articles focus generally on new directions in assessing and measuring teacher, classroom, and school effects on improvements in student academic achievement and more specifically analyze the criterion validity and surrounding human resources strategies of new efforts to implement performance-based teacher evaluations, the results of which in some cases are linked to new knowledge- and skills-based teacher salary schedules.
Author: Allan Odden Publisher: Routledge ISBN: 1135480419 Category : Education Languages : en Pages : 225
Book Description
This is Volume 79, Issue 4 2004 of the Peabody Journal of Education and this special issue provides a collection of works on the topic of Assessing Teacher, Classroom and School Effects in the US. The six articles focus generally on new directions in assessing and measuring teacher, classroom, and school effects on improvements in student academic achievement and more specifically analyze the criterion validity and surrounding human resources strategies of new efforts to implement performance-based teacher evaluations, the results of which in some cases are linked to new knowledge- and skills-based teacher salary schedules.
Author: David C. Berliner Publisher: ISBN: Category : Education Languages : en Pages : 44
Book Description
In this discussion on the development of expertise in teaching, a theory of skill learning is first presented. The characteristics of five stages of skill development in teachers are described: (1) novice; (2) advanced beginner; (3) competent teacher; (4) proficient teacher; and (5) expert teacher. A review of data collected by studies on the subject of teaching expertise points out differences between the novice and the expert teacher in the areas of: (1) interpreting classroom phenomena; (2) discerning the importance of events; (3) using routines; (4) predicting classroom phenomena; (5) judging typical and atypical events; and (6) evaluating performance: responsibility and emotions. The discussion of policy considerations for teacher educators, based upon this developmental theory of skill acquisition, is aimed at helping novices become proficient in classroom techniques while evaluating them in ways approriate for their developmental level. (JD)
Author: National Research Council Publisher: National Academies Press ISBN: 0309293227 Category : Education Languages : en Pages : 383
Book Description
Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
Author: Mary Kennedy Publisher: John Wiley & Sons ISBN: 0470388331 Category : Education Languages : en Pages : 448
Book Description
TEACHER ASSESSMENT AND THE QUEST FOR TEACHER QUALITY Teacher Assessment and the Quest for Teacher Quality is an essential resource that provides school leaders, administrators, and teacher educators with a wide range of perspectives on the complex issue of teacher quality. The book examines assessment in the context of preparation, licensure, hiring, tenure, and even dismissal and explores a wealth of relevant topics. Comprehensive in scope, the handbook includes contributions from leading experts in the field of teacher quality and teacher assessment. This important book contains basic information on a variety of approaches to teacher assessment and teacher quality topics including the science and psychology of teacher selection, performance-based assessments, and hiring decisions. In addition, the contributors explore the role of formative assessments in new teacher induction, assessing for teacher tenure, various approaches to annual performance assessments, assessing teacher contributions to student achievement, and the law regarding teacher dismissals. The expert authors also tackle broader assessment issues including the interpretation of assessments, standards for teacher evaluation, and the inherent dilemma posed by measuring the quality of teaching. For the goal of ensuring quality teaching for all our students, Teacher Assessment and the Quest for Teacher Quality is an important resource and a lasting contribution to the literature on the topic.
Author: Anthony J. Shinkfield Publisher: Springer Science & Business Media ISBN: 9400917961 Category : Education Languages : en Pages : 406
Book Description
Teacher Evaluation: Guide to Professional Practice is organized around four dominant, interrelated core issues: professional standards, a guide to applying the Joint Committee's Standards, ten alternative models for the evaluation of teacher performance, and an analysis of these selected models. The book draws heavily on research and development conducted by the Federally funded national Center for Research on Educational Accountability and Teacher Evaluation (CREATE). The reader will come to grasp the essence of sound teacher evaluation and will be able to apply its principles, facts, ideas, processes, and procedures. Finally, the book invites and assists school professionals and other readers to examine the latest developments in teacher evaluation.
Author: Timothy Michael Kessler Publisher: ISBN: Category : Science Languages : en Pages : 350
Book Description
Through the use of an innovative formal formative assessment measure, Developing Inquiry Based Skills (DIBS), this study sought to identify dimensions of the formative assessment process that are related to changes in student and teacher efficacy. This study also sought to bring clarity and definition to the formative assessment process while examining its impact on student and teacher efficacy in middle school science classrooms. This study also explored what dimensions of formative assessment influenced student and teacher efficacy in middle school science classrooms. This mixed-methods study utilized quantitative data, collected from a survey of science efficacy attitudes of middle school students and two science teacher efficacy attitude surveys, and qualitative data collected from teacher and science supervisor interviews. Survey data from the treatment and non-treatment schools were compared to determine the impact DIBS had on student and teacher efficacy. Interview data were used to determine the impact of formative assessment on student and teacher efficacy and to identify dimensions of the formative assessment that influenced student and teacher efficacy. Quantitative data from the study reinforced current research indicating that there is a statistically significant relationship between student achievement in science and student science efficacy. Qualitative data from the study indicated that teachers perceive that the formative assessment process does have a positive impact on both student and teacher efficacy. The use of the DIBS process brought consistency to the introduction and assessment of science process skills by the grade level teams and the school-wide science department. As students tracked their own data they not only became more aware of personal strengths and weaknesses, but they also became excited to engage in the assessment process. The DIBS process provided teachers with quantifiable data that they could use to make instructional decisions. Teachers used data to develop targeted student interventions. The DIBS process also increased the level of transparency between student and teachers resulting in the development of a common language between stakeholders. The development of this common language was a critical component for improving student engagement, student science efficacy, and teacher efficacy in the middle school science classroom.
Author: Karen M. La Paro Publisher: Brookes Publishing Company ISBN: 9781598572599 Category : Classroom environment Languages : en Pages : 0
Book Description
This manual includes detailed descriptions of the 8 CLASS Toddler dimensions, administration procedures, and information about the tool's development.
Author: John Hattie Publisher: Routledge ISBN: 0429938861 Category : Education Languages : en Pages : 239
Book Description
Feedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback. Visible Learning: Feedback brings together two internationally known educators and merges Hattie’s world-famous research expertise with Clarke’s vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country.
Author: Allan Odden
Author: Allan Odden
Author: Allan Odden
Author: Drew H. Gitomer
Author: David C. Berliner
Author: National Research Council
Author: Mary Kennedy
Author: Anthony J. Shinkfield
Author: Timothy Michael Kessler
Author: Karen M. La Paro
Author: John Hattie