Literaturnachweis - Detailanzeige
| Autor/inn/en | Warner, Connor K.; Bell, Clare V.; Alvarez McHatton, Patricia; Atiles, Julia |
|---|---|
| Titel | Navigating Mandates and Working toward Coherence: Our Journey with a High-Stakes Teacher Performance Assessment |
| Quelle | In: Educational Forum, 84 (2020) 3, S.226-239 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1725 |
| DOI | 10.1080/00131725.2020.1739182 |
| Schlagwörter | Teacher Evaluation; Preservice Teacher Education; High Stakes Tests; Performance Based Assessment; Teacher Educators; Teacher Education Programs; Program Evaluation |
| Abstract | This article details the experiences of four teacher education faculty members as we navigated the consequential implementation of a state-mandated high stakes teacher performance assessment in our educator preparation program. By shifting our perspective from simply complying with an assessment mandate to considering how we can leverage implementation of high stakes performance assessment as a vehicle for program inquiry, we were able to gain significant insight into our practice. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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