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Reconceptualizing Assessment in Teacher Education
Unformatted Document Text:  against criteria that matter for performance in the field (Darling-Hammond & Snyder, 2000). Contribution, Relevance, & Implications: This presentation will provide both quantitative and qualitative data collected from the analysis of teacher candidates’ portfolios, individual and focus group interviews, as well as classroom observations at different stages of a teacher education program. The analysis of data in this presentation will add to the knowledge base of the process of learning to teach, the struggle to develop and begin to validate definitions of quality in teaching, and provide a basis for proposing a reconceptualization of assessment in the preparation of teachers. This research project directly addresses the issues in Strand V – Discerning Quality. Section II: Outcomes and Methods A power point presentation will provide participants with information concerning the purpose and scope of the research project, the processes of data collection and the results of the data analysis. Within the time frame provided, participants will be engaged in reconceptualizing the types and purposes of assessment in teacher education. Participants will also be provided with a copy of the research paper containing analysis of the data and implications for future teacher preparation. References Airasian, P., Gullickson, A, Hahn, L., & Farland, D. (1995). Teacher self- evaluation: The literature in perspective. Kalamazoo, MI: CREATE. Athanases, S. Z. (1994). Teacher’s reports of the effects of preparing portfolios of literacy instruction. The Elementary School Journal, 94(4), 421-439. Brown, J.S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Carter, K. (1990). Teachers’ knowledge and learning to teach. In W. R. Houston, M. Haberman, & J. Sikula (Eds.), The handbook of research in teacher education (pp. 291-310. New York: Macmillan. Darling-Hammond, L. (1997). Toward what end?: The evaluation of student learning for the improvement of teaching. In J. Millman (Ed.), Grading Teachers, Grading Schools: Is Student Achievement a Valid Evaluation Measure? (pp. 248-263). Thousand Oaks, CA: Corwin Press. Darling-Hammond, L. & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16, pp. 523-545. Delandshere, G. (1996). From static and prescribed to dynamic and principled assessment of teaching. The Elementary School Journal, 97(2), 105-120. Delandshere, G. & Arens, A. A. (2001). Representations of teaching and standards-based reform: Are we closing the debate about teacher education? Teaching and Teacher Education, 17, 547-566. Delandshere, G. & Petrosky, A. R. (1994). Capturing teachers’ knowledge: Performance assessment and post-structuralism. Educational Researcher, 23(5), 11-18. Earl, L. (2003). Assessment as learning. Washington, D. C.: Association for Supervision and Curriculum Development. Heibert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31 (5), 3-15.

Authors: Combs, Martha.
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against criteria that matter for performance in the field (Darling-Hammond & Snyder,
2000).
Contribution, Relevance, & Implications: This presentation will provide both
quantitative and qualitative data collected from the analysis of teacher candidates’
portfolios, individual and focus group interviews, as well as classroom observations at
different stages of a teacher education program. The analysis of data in this presentation
will add to the knowledge base of the process of learning to teach, the struggle to develop
and begin to validate definitions of quality in teaching, and provide a basis for proposing
a reconceptualization of assessment in the preparation of teachers. This research project
directly addresses the issues in Strand V – Discerning Quality.
Section II: Outcomes and Methods
A power point presentation will provide participants with information concerning
the purpose and scope of the research project, the processes of data collection and the
results of the data analysis. Within the time frame provided, participants will be engaged
in reconceptualizing the types and purposes of assessment in teacher education.
Participants will also be provided with a copy of the research paper containing analysis of
the data and implications for future teacher preparation.
References
Airasian, P., Gullickson, A, Hahn, L., & Farland, D. (1995). Teacher self-
evaluation: The literature in perspective. Kalamazoo, MI: CREATE.
Athanases, S. Z. (1994). Teacher’s reports of the effects of preparing portfolios
of literacy instruction. The Elementary School Journal, 94(4), 421-439.
Brown, J.S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture
of learning. Educational Researcher, 18(1), 32-42.
Carter, K. (1990). Teachers’ knowledge and learning to teach. In W. R. Houston,
M. Haberman, & J. Sikula (Eds.), The handbook of research in teacher education (pp.
291-310. New York: Macmillan.
Darling-Hammond, L. (1997). Toward what end?: The evaluation of student
learning for the improvement of teaching. In J. Millman (Ed.), Grading Teachers,
Grading Schools: Is Student Achievement a Valid Evaluation Measure?
(pp. 248-263).
Thousand Oaks, CA: Corwin Press.
Darling-Hammond, L. & Snyder, J. (2000). Authentic assessment of teaching in
context. Teaching and Teacher Education, 16, pp. 523-545.
Delandshere, G. (1996). From static and prescribed to dynamic and principled
assessment of teaching. The Elementary School Journal, 97(2), 105-120.
Delandshere, G. & Arens, A. A. (2001). Representations of teaching and
standards-based reform: Are we closing the debate about teacher education? Teaching
and Teacher Education
, 17, 547-566.
Delandshere, G. & Petrosky, A. R. (1994). Capturing teachers’ knowledge:
Performance assessment and post-structuralism. Educational Researcher, 23(5), 11-18.
Earl, L. (2003). Assessment as learning. Washington, D. C.: Association for
Supervision and Curriculum Development.
Heibert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the
teaching profession: What would it look like and how can we get one? Educational
Researcher
, 31 (5), 3-15.


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