Professionalizing Teacher Education
portes grátis
Professionalizing Teacher Education
Performance Assessment, Standards, Moderation, and Evidence
Adie, Lenore; Wyatt-Smith, Claire; Day, Chantelle; Haynes, Michele
Taylor & Francis Ltd
06/2022
254
Dura
Inglês
9780367332136
15 a 20 dias
671
Descrição não disponível.
Part 1. Conceptualization, Design and Implementation 1. Standards, large-scale evidence, professional judgment, and the affordances of digital technologies in teacher education 2. The move to assessing competence in professions 3. Three essential features in a new conceptualization of complex performance assessments: Authenticity, system and site validity, and intelligent accountability 4. How do we know that teacher graduates are ready for professional practice? Designing an assessment for evidence of readiness 5. Teaching Performance Assessments and Considerations of Fairness (Joy Cumming and Diana Pullin) Part 2. Data Analytics, Systems Thinking and Digital Architecture 6. Validation, reliability and standard setting in the GTPA: A focus on methodologies and judgment 7. The design features of cross-institutional moderation for demonstrating comparability: Building a nationally sustainable model 8. Why teacher education needs a feedback loop: Connecting standards and evidence to inform program planning and renewal 9. Changing culture in Initial Teacher Education: How shall we know quality and impact? 10. Teaching performance assessments and considerations of potential legal challenges (Diana Pullin and Joy Cumming) 11. Our journey of discovery: Looking back, looking sideways, and looking forwards
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
GTPA;graduate teacher performance assessment;graduate;teacher;performance;assessment;evidence;standards;teacher education;initial teacher education;competence;professional;professionalisation;policy;Performance Assessment;Preservice Teachers;ITE Program;TEMAG;Teaching Performance Assessments;Teacher Educators;ITE;Complex Performance Assessment;Performance Level Descriptors;Grade Point Average;GPA;Calibration Training;ITE Reform;Minimum Acceptable Performance Level;Intelligent Accountability;Site Validity;Graduate Teacher Standards;Teacher Quality Indicators;Build Teacher Educators;Pairwise Comparison Method;Talk Segments;ITE Provider;Minimum Acceptable Level;Authentic Assessment
Part 1. Conceptualization, Design and Implementation 1. Standards, large-scale evidence, professional judgment, and the affordances of digital technologies in teacher education 2. The move to assessing competence in professions 3. Three essential features in a new conceptualization of complex performance assessments: Authenticity, system and site validity, and intelligent accountability 4. How do we know that teacher graduates are ready for professional practice? Designing an assessment for evidence of readiness 5. Teaching Performance Assessments and Considerations of Fairness (Joy Cumming and Diana Pullin) Part 2. Data Analytics, Systems Thinking and Digital Architecture 6. Validation, reliability and standard setting in the GTPA: A focus on methodologies and judgment 7. The design features of cross-institutional moderation for demonstrating comparability: Building a nationally sustainable model 8. Why teacher education needs a feedback loop: Connecting standards and evidence to inform program planning and renewal 9. Changing culture in Initial Teacher Education: How shall we know quality and impact? 10. Teaching performance assessments and considerations of potential legal challenges (Diana Pullin and Joy Cumming) 11. Our journey of discovery: Looking back, looking sideways, and looking forwards
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
GTPA;graduate teacher performance assessment;graduate;teacher;performance;assessment;evidence;standards;teacher education;initial teacher education;competence;professional;professionalisation;policy;Performance Assessment;Preservice Teachers;ITE Program;TEMAG;Teaching Performance Assessments;Teacher Educators;ITE;Complex Performance Assessment;Performance Level Descriptors;Grade Point Average;GPA;Calibration Training;ITE Reform;Minimum Acceptable Performance Level;Intelligent Accountability;Site Validity;Graduate Teacher Standards;Teacher Quality Indicators;Build Teacher Educators;Pairwise Comparison Method;Talk Segments;ITE Provider;Minimum Acceptable Level;Authentic Assessment
