Guide to performance assessment for California teachers (PACT)

著者

    • Lombardi, Judy

書誌事項

Guide to performance assessment for California teachers (PACT)

Judy Lombardi

Pearson, c2011

  • pbk.

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注記

Includes bibliographical references and index

内容説明・目次

内容説明

Candidates who first encounter PACT frequently ask, where did it come from? How was PACT created and developed? How will I be evaluated?Guide to PACT: Performance Assessment for California Teachers is the only book that fully addresses these questions and brings together the history, features, research, and applications of PACT, providing preservice and inservice teachers with a comprehensive "how-to" for understanding and using PACT effectively. Guide to PACT: Performance Assessment for California Teachers is an essential primer organized around the topics most frequently asked about PACT, including the research behind it, definitions and descriptions, useful examples of the PACT Teaching Event, academic language, an explanation of how the Teaching Event is scored, and next steps for further study and review. Preservice or student teachers, faculty members, or teacher preparation program administrators will find this helpful overview of the PACT format and features indispensible to their success.

目次

Preface Introduction: Research on Teacher Performance Assessment and PACT How California Teacher Assessment Reform Began Research on the PACT Model of Teacher Performance Assessment How PACT Addresses Research Gaps How PACT Addresses Assessment Gaps How PACT Addresses Other Assessment Issues Research on PACT as a Valid, Reliable Instrument of Teacher Performance Assessment What Sets PACT Apart from Other Assessments Piloting PACT Testing the Validity of PACT How Experts Responded to Initial PACT Research Summary Chapter 1 Defining PACT How PACT Was Developed Origins of the PACT Teaching Event Selecting the Teaching Event as the PACT Centerpiece Construction and Scoring of the PACT Teaching Event What PACT Measures How PACT Data Are Used Research that Supports the PACT Design Embedded Signature Assessments (ESAs) in PACT Differences Between Embedded Signature Assessments (ESAs) and Regular Classroom Assignments Examples of Embedded Signature Assessments (ESAs) California's Alternate TPAs The CalTPA (California Teacher Performance Assessment) How the CalTPA Became Required by State Law New Program Standards and the TPA How PACT and CalTPA Differ California Teacher Preparation Programs That Do Not Use PACT How Multiple Subject (Elementary) and Single Subject (Secondary) Differ in PACT The TPEs (Teaching Performance Expectations) A Quick Overview of the TPEs How the California TPEs Were Developed Institutions Outside California Currently Using PACT PACT and Special Education PACT and Bilingual Education How PACT Aligns with State Standards and Teacher Preparation Programs No Child Left Behind and PACT Additional Requirements for Teacher Licensure in California Summary Chapter 2: The PACT Teaching Event Five Required Tasks of the Teaching Event A Quick Overview of the Five Tasks in the Teaching Event A Quick Overview of the Teaching Event Requirements Aligned to the Teaching Performance Expectations (TPEs) More Information on Academic Language Subjects Available for PACT Teaching Events in Multiple Subject (Elementary) and Single Subject (Secondary) Purpose of the Teaching Event Handbooks Formats for Submitting the Teaching Event Samples of Completed Teaching Events Support Provided to Teacher Candidates in Completing the Teaching Event Unacceptable Support in Completing the Teaching Event The Unified Learning Segment in PACT Teaching Event Submitting the Unified Learning Segment How the Unified Learning Segment Prompts Vary by Subject and Grade Level Video Clip Requirements for the PACT Instruction Task Videotaping Support for Candidates Confidentiality of Videotaped Classroom Students Differences in Video Clips Among Subjects and Grade Levels Uploading a Lesson Plan to an Electronic/Digital Platform The PACT Teaching Event and Electronic Portfolio Management Systems Evaluation and Scoring of the PACT Teaching Event Candidates Who Do Not Pass the Teaching Event Summary Chapter 3: Understanding Academic Language The Role of Academic Language in the PACT Teaching Event Challenges in Teaching Academic Language Examples of Academic Language vs. Simplified Language How Experts Define and Describe Academic Language Why Students Struggle with Academic Language Academic Language Strategies for Candidates in the PACT Teaching Event Questions about Academic Language Candidates Must Address Examples of Candidate Responses to Academic Language in the Teaching Event Brief Analysis of Vignettes Assisting Candidates with Academic Language Summary Chapter 4: Scoring the PACT Teaching Event The 12 Areas of the PACT Rubric Using the 12 Items of the PACT Scoring Form in Multiple and Single Subjects Remediation Opportunities for Candidates Who Do Not Pass PACT Appeals Procedure for Candidates Who Do Not Pass the Teaching Event Training PACT Scorers Defining Levels 1-4 on the PACT Teaching Event Scoring Form The Big Ideas Behind the Rubric Additional Information in the Scoring Form Numerical Scores and Commentary in the Scoring Form Examples of Candidates' Scores Level 1-4 from the Teaching Event Brief Analysis of Vignettes The Role of Bias in Scoring the Teaching Event Acquiring the PACT Teaching Event Scoring Form Research Basis for the PACT Scoring Form Summary Chapter 5: Next Steps Additional Issues for Further Study Summary Appendix A: The Big Ideas Behind the Rubrics

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