Overview

Teacher education has long relied on locally-developed assessments that lack reliability and validity. Rigorous performance-based assessments for preservice teachers have been advanced as one possible way to ensure that all students receive instruction from a high-quality teacher. Recently, performance-basedassessments have been developed which focus on the application of knowledge of teaching and learning in a classroom setting. Our book explores factors related to the implementation of teacher performance assessments in varying state and institutional contexts. The contributors, teacher educators from across the country, focus on what was learned from inquiries conducted using diverse methodologies (quantitative, qualitative, self-studies, and mixed methods). Their research encompassed faculty, supervisors, cooperating teachers, and students’ perceptions and concerns of teacher performance assessments, case studies of curricular reform and/or resistance, analyses of experiences and needs as a result of the adoption of such assessments, and examinations of the results of program alignment and reform. The chapters showcase experiences which occurred during high-stakes situations, in implementation periods prior to high-stakes adoption, and in contexts where programs adopted performance assessments as an institutional policy rather than as a result of a state-wide mandate.

Full Product Details

Author:   Joyce E. Many ,  Ruchi Bhatnagar
Publisher:   Information Age Publishing
Imprint:   Information Age Publishing
Weight:   0.825kg
ISBN:  

9781641131209

ISBN 10:   1641131209
Pages:   270
Publication Date:   30 October 2017
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

Introduction. The Evolution of Teacher Performance Assessments As a Measure of Accountability, Carla L. Tanguay. From Isolation to a Community of Practice: Redefining the Relationship of Faculty and Adjunct University Supervisors During the Implementation of edTPA, Sharilyn C. Steadman and Ellen E. Dobson. Faculty Investment in Student Success: A Four-Year Investigation of edTPA Implementation, Gaoyin Qian, Harriet Fayne, and Leslie Lieman. Mandates Revisited: One Coordinator’s Story of Cultivating Collegiality and Inquiry Through a Professional Learning Community, Holley M. Roberts. The Power of Supports to Improve edTPA Outcomes, Kathleen Fabrikant, Cynthia Bolton, Cindy S. York, and Angie Hodge. Cognitively Guided Instruction as a Means of Preparing Elementary Teacher Candidates for edTPA Mathematics Assessment Task 4, Susan Swars Auslander, Stephanie Z. Smith, and Marvin E. Smith. Not Just for Preservice Teachers: edTPA as a Tool for Practicing Teachers and Induction Support, John Seelke and Xiaoyang Gong. Forcing Me to Reflect: Preservice and Novice Teachers’ Reflective Thinking in Varied School Contexts, Dianna Gahlsdorf Terrell, Kathryn McCurdy, Megan L. Birch, Thomas H. Schram, and Page Tompkins. State Education Agency Use of Teacher Candidate Performance Assessments: A Case Study of the Implementation of a Statewide Portfolio-Based Assessment System in Kansas, Stephen J. Meyer, Emma V. Espel, and Nikkolas J. Nelson. Using the Concerns-Based Adoption Model To Support edTPA Coordinators and Faculty During the Implementation Process, Joyce E. Many, Shaneeka Favors-Welch, Karen Kurz, Tamra Ogletree, and Clarice Thomas. About the Editors. About the Contributors.

Reviews

The chapters compiled for Implementing and Analyzing Performance Assessments in Teacher Education edited by Joyce E. Many and Ruchi Bhatnagar, present a thoughtful look at the challenges and solutions embedded in the adoption of teacher performance assessments for preservice teachers. Most chapters feature edTPA, the most commonly used performance assessment now mandated in numerous states and used voluntarily by other programs across the country, and reveal how such assessments shine a bright light on the problems of practice in teacher preparation (stressful timelines, faculty silos, communication with P-12 partners, etc.) when new requirements disrupt the status quo. Each chapter tells a valuable story of performance assessment implementation and approaches that offset compliance in favor of inquiry and educative experiences for candidates and programs alike. - Andrea Whittaker, Ph.D edTPA National Director Stanford University

Author Information

Joyce E. Many, Georgia State University Ruchi Bhatnagar, Georgia State University

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