Aligning a performance-based observation rubric to support a teacher performance assessment
Abstract
Preparing teacher candidates to become effective and reflective practitioners, the student teaching experience must be designed to guide candidates in applying the knowledge, theories and concepts acquired during their course of study. This analysis reviewed the components of a student teaching practicum rubric used in a teacher preparation program to determine if the performance-based assessment supported the expectations and requirements of a teacher performance assessment. The results indicated that the observation rubric used by field supervisors to rate teacher candidates aligned with the cycle of teaching effectiveness identified in the teacher performance assessment. The analysis from this study suggest that early childhood teacher preparation programs should continuously examine how faculty and course instructors are utilizing performance-based assessment and evaluation instruments in their courses, fieldwork and student teaching experiences to support the professional preparation of teacher candidates.
Downloads
Download data is not yet available.
References
Anders, Y., Rossbach, H. G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & von Maurice, J. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231-244.
Banks, T. (2015). Teacher education reform in urban educator preparation programs. Journal of
Education and Learning, 4(1), 60.
Banks, T., Jackson, D., & Harper, B. (2014). Responding to the call to prepare highly
effective teacher candidates in the United States: The curriculum redesign effort in advancing teacher education. Higher Education Studies, 4(2), 9-18.
Darling-Hammond, L. (2012). Creating a comprehensive system for evaluating and
supporting effective teaching. Stanford, CA: Stanford Center for Opportunity Policy in Education.
Darling-Hammond, L. (2012). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: John Wiley & Sons.
Darling-Hammond, L. & Adamson, F. (2013). Developing assessments of deeper learning: The costs and benefits of using tests that help students learn. Stanford, CA: Stanford Center on Opportunity Policy in Education.
Gargiulo, R., & Kilgo, J. L. (2013). An introduction to young children with special needs: Birth through age eight. Boston, MA: Cengage Learning.
Hibbard, K. M. (1996). Performance-based learning and assessment. A Teacher's Guide. Association for Supervision and Curriculum Development.
McLachlan, C., Fleer, M., & Edwards, S. (2013). Early childhood curriculum: Planning,
assessment, and implementation. Cambridge University Press.
National Association for the Education of Young Children. (2011). 2010 NAEYC Standards for Initial & Advanced Early Childhood Professional Preparation Programs. Washington, DC: Author.
National Council for Accreditation of Teacher Education. (2010). Report of the blue
ribbon panel on clinical preparation and partnerships for improved student learning. Retrieved from: http://www.ncate.org/LinkClick.aspx?fileticket=zzeiB1OoqPk%3d&tabid=715
National Education Association. (2010). Teacher assessment and evaluation: The
National Education Association’s framework for transforming education systems to support effective teaching and improve student learning. Washington, DC: Author. Retrieved April 15, 2011, from: www.nea.org/assets/docs/TeachrAssmntWhtPaperTransform10_2.pdf
Palm, T. (2008). Performance assessment and authentic assessment: A conceptual
analysis of the literature. Practical Assessment Research & Evaluation, 13(4), 1-11.
Pianta, R. C. & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: standardized observation can leverage capacity. Educational Researcher, 38, 109–119.
Ravitch, D. (2008). A reflection on the professional preparation of teachers. In M.
Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Eds.), Handbook of Research on Teacher Education (3rd ed., pp. 1313-1315). New York: Routledge.
Sandholtz, J. H., & Shea, L. M. (2012). Predicting performance a comparison of
university supervisors’ predictions and teacher candidates’ scores on a teaching performance assessment. Journal of Teacher Education, 63(1), 39-50.
Shosh, J. M., & Zales, C. R. (2007). Graduate teacher education as inquiry: A case study.
Teaching Education, 18(3), 257-275.
Stanford Center for Assessment, Learning and Equity (SCALE). (2013). edTPA Field test: Summary report. Palo Alto, CA: Author.
Stanford Center for Assessment, Learning, and Equity (SCALE). (2014). edTPA Early Childhood
Assessment Handbook. Stanford, CA: SCALE/Pearson.
Tomlinson, C. A. (2014). Differentiated classroom: Responding to the needs of all learners. ASCD.
Wei, R.C. & Pecheone, R. (2010). Assessment for learning in preservice teacher
education: Performance-based assessments. In M. Kennedy (Ed.) Teacher assessment and the quest for teacher quality: A handbook (pp. 69-132). San Francisco, CA: Jossey-Bass.
Yildirim, R. & Orsdemir, E. (2013). Performance tasks as alternative assessment for
young EFL learners: Does practice match the curriculum proposal. International Online Journal of Educational Sciences, 5(3), 562-574.
Banks, T. (2015). Teacher education reform in urban educator preparation programs. Journal of
Education and Learning, 4(1), 60.
Banks, T., Jackson, D., & Harper, B. (2014). Responding to the call to prepare highly
effective teacher candidates in the United States: The curriculum redesign effort in advancing teacher education. Higher Education Studies, 4(2), 9-18.
Darling-Hammond, L. (2012). Creating a comprehensive system for evaluating and
supporting effective teaching. Stanford, CA: Stanford Center for Opportunity Policy in Education.
Darling-Hammond, L. (2012). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: John Wiley & Sons.
Darling-Hammond, L. & Adamson, F. (2013). Developing assessments of deeper learning: The costs and benefits of using tests that help students learn. Stanford, CA: Stanford Center on Opportunity Policy in Education.
Gargiulo, R., & Kilgo, J. L. (2013). An introduction to young children with special needs: Birth through age eight. Boston, MA: Cengage Learning.
Hibbard, K. M. (1996). Performance-based learning and assessment. A Teacher's Guide. Association for Supervision and Curriculum Development.
McLachlan, C., Fleer, M., & Edwards, S. (2013). Early childhood curriculum: Planning,
assessment, and implementation. Cambridge University Press.
National Association for the Education of Young Children. (2011). 2010 NAEYC Standards for Initial & Advanced Early Childhood Professional Preparation Programs. Washington, DC: Author.
National Council for Accreditation of Teacher Education. (2010). Report of the blue
ribbon panel on clinical preparation and partnerships for improved student learning. Retrieved from: http://www.ncate.org/LinkClick.aspx?fileticket=zzeiB1OoqPk%3d&tabid=715
National Education Association. (2010). Teacher assessment and evaluation: The
National Education Association’s framework for transforming education systems to support effective teaching and improve student learning. Washington, DC: Author. Retrieved April 15, 2011, from: www.nea.org/assets/docs/TeachrAssmntWhtPaperTransform10_2.pdf
Palm, T. (2008). Performance assessment and authentic assessment: A conceptual
analysis of the literature. Practical Assessment Research & Evaluation, 13(4), 1-11.
Pianta, R. C. & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: standardized observation can leverage capacity. Educational Researcher, 38, 109–119.
Ravitch, D. (2008). A reflection on the professional preparation of teachers. In M.
Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Eds.), Handbook of Research on Teacher Education (3rd ed., pp. 1313-1315). New York: Routledge.
Sandholtz, J. H., & Shea, L. M. (2012). Predicting performance a comparison of
university supervisors’ predictions and teacher candidates’ scores on a teaching performance assessment. Journal of Teacher Education, 63(1), 39-50.
Shosh, J. M., & Zales, C. R. (2007). Graduate teacher education as inquiry: A case study.
Teaching Education, 18(3), 257-275.
Stanford Center for Assessment, Learning and Equity (SCALE). (2013). edTPA Field test: Summary report. Palo Alto, CA: Author.
Stanford Center for Assessment, Learning, and Equity (SCALE). (2014). edTPA Early Childhood
Assessment Handbook. Stanford, CA: SCALE/Pearson.
Tomlinson, C. A. (2014). Differentiated classroom: Responding to the needs of all learners. ASCD.
Wei, R.C. & Pecheone, R. (2010). Assessment for learning in preservice teacher
education: Performance-based assessments. In M. Kennedy (Ed.) Teacher assessment and the quest for teacher quality: A handbook (pp. 69-132). San Francisco, CA: Jossey-Bass.
Yildirim, R. & Orsdemir, E. (2013). Performance tasks as alternative assessment for
young EFL learners: Does practice match the curriculum proposal. International Online Journal of Educational Sciences, 5(3), 562-574.
Additional Files
Issue
Section
Articles
How to Cite
Aligning a performance-based observation rubric to support a teacher performance assessment. (2017). Journal of Interdisciplinary Studies in Education, 5(2), 11-25. https://ojed.org/jise/article/view/1563
