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• W92105039 abstract "After considerable experience pilot testing 12 different performance assessments with more than 500 beginning teachers, the authors share some of the lessons they have learned. THE ASSESSMENT OF pre-service and beginning teachers has traditionally taken the form of multiple-choice tests, writing assignments, and -- for student teachers and novice teachers -- classroom observation. There is, however, a move today toward augmenting these traditional forms of assessment with performance assessments -- i.e., assessments that require the teacher to demonstrate the application of knowledge rather than just the knowledge itself. Generally, this move toward performance assessment is a good one -- depending, of course, on the assessments selected and the goals of those assessments. There are many kinds of performance assessments, designed to evaluate a variety of skills and abilities in a variety of ways. In this article we will take a look at some of the options available for the performance assessment of beginning teachers -- options with which we are very familiar after three years of experience pilot testing 12 different performance assessments with more than 500 beginning (i.e., first- and second-year) teachers. We will also offer some of the lessons we learned from our experience. Our work began in 1989, when the department of education in California and that state's Commission on Teacher Credentialing contracted with the Far West Laboratory for Educational Research to conduct a series of pilot tests of alternative assessments for beginning teachers. The pilot tests were to be conducted as part of the assessment component of the California New Teacher Project (CNTP), a three-year project designed to explore innovative methods of supporting and assessing California's beginning teachers. One of the goals of the CNTP was to discover ways to stem the flow of beginning teachers leaving the profession within their first five years of teaching; another was to improve the skills of the teachers who chose to stay. The hope was that better support would help to achieve the first goal -- and better assessment, the second. In the first year of the project, we piloted four assessment instruments that the CNTP had identified as being the most promising ones in the nation at that time. Over the next two years, we piloted eight more instruments, almost all of which had been specifically developed for California in response to its request for proposals to develop alternative assessment methods or to modify existing instruments so that they would reflect a different emphasis (e.g., an emphasis on content-specific pedagogy rather than general pedagogy).(1) The beginning teachers who participated in the pilot tests were recruited, usually by phone, from CNTP support projects (by the third year there were 33 across the state) and their neighboring school districts. Depending on the nature of the assessment, the number of teachers who participated in each of the pilot tests ranged from 17 to 138, and all of them received either a stipend or substitute coverage. A Look at Some Options Our three years of pilot testing revealed that there are a number of possibilities for assessing the skills of beginning teachers. Although specific assessment instruments were tested, the primary purpose of the tests was not to consider particular instruments for adoption but to identify possible innovative approaches to the assessment of beginning teachers in California. It is much easier, however, to give the flavor of a particular assessment approach by describing a specific instrument representing that approach, so we will be discussing both. High-inference classroom observations. Classroom observation has traditionally been the most common method of assessing the beginning teacher. Very often, however, the instrument used for such observations is little more than a checklist or frequency count of specified behaviors. …" @default.
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• W92105039 title "Performance Assessments for Beginning Teachers: Options and Lessons." @default.
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