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Using an Evidence-Based Assessment of Competence in a Preservice Teacher Education Program
Unformatted Document Text:  students must provide their understanding of critical areas in teaching and learning as well as to provide evidence of their skill in implementing this knowledge in the context of classroom. By using LiveText as the format for the documented entries, quantitative data can be aggregated to provide information of quality of responses as indicators of competence in knowledge, skill, and disposition. The use of documented entries highlights exemplary practice at two levels: one, the type of teaching and learning they are exposed to and interact with across our preparation programs, and, two, their ability to implement successful/effective practices to positively impact student learning. E. Implication for Action This assessment system offers a new perspective on teacher development, competence, and evaluation that moves beyond the traditional portfolio assessment commonly found across teacher education programs, This approach focuses more intentionally on the ability of candidates to describe, analyze and reflect upon critical teaching pedagogy. By understanding the development of this process within our institution, others can apply this framework to examine the salient components of a program, considering important aspects of candidate effectiveness as designated by an individual conceptual framework. While it is true that there is no one way or formula for becoming an effective teacher, there are some critical components that support this effectiveness. Documented entries honor the ambiguity of teaching, as well as the art and craft of teaching, by providing key questions through which candidates can define, describe, analyze, and reflect upon their practice and impact on student learning. This program-wide assessment system is based upon indicators that promote greater teacher awareness of effective teaching practices and their impact on student learning. The on-going interpretation and application showcases the high quality of our teacher candidates as they enter the field. References Allington, R.L., & Johnston, P. (2001). Characteristics of exemplary fourth grade instruction. In

Authors: Weiss, Janet. and Lewis, Jan.
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students must provide their understanding of critical areas in teaching and learning as
well as to provide evidence of their skill in implementing this knowledge in the
context of classroom. By using LiveText as the format for the documented entries,
quantitative data can be aggregated to provide information of quality of responses as
indicators of competence in knowledge, skill, and disposition.
The use of documented entries highlights exemplary practice at two levels: one, the
type of teaching and learning they are exposed to and interact with across our
preparation programs, and, two, their ability to implement successful/effective
practices to positively impact student learning.
E. Implication for Action
This assessment system offers a new perspective on teacher development, competence,
and evaluation that moves beyond the traditional portfolio assessment commonly found
across teacher education programs, This approach focuses more intentionally on the
ability of candidates to describe, analyze and reflect upon critical teaching pedagogy.
By understanding the development of this process within our institution, others can
apply this framework to examine the salient components of a program, considering
important aspects of candidate effectiveness as designated by an individual conceptual
framework.
While it is true that there is no one way or formula for becoming an effective teacher,
there are some critical components that support this effectiveness. Documented entries
honor the ambiguity of teaching, as well as the art and craft of teaching, by providing key
questions through which candidates can define, describe, analyze, and reflect upon their
practice and impact on student learning.
This program-wide assessment system is based upon indicators that promote greater
teacher awareness of effective teaching practices and their impact on student learning.
The on-going interpretation and application showcases the high quality of our teacher
candidates as they enter the field.
References
Allington, R.L., & Johnston, P. (2001). Characteristics of exemplary fourth grade instruction. In


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