Teacher preparation and practice : reconsideration of assessment for learning
著者
書誌事項
Teacher preparation and practice : reconsideration of assessment for learning
Rowman & Littlefield, c2020
- : pbk
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注記
Includes bibliographical references
内容説明・目次
内容説明
Teacher Preparation and Practice: Reconsideration of Assessment for Learning introduces the reader to a collection of thoughtful research-based works by authors that represent current thinking about assessment. What we know is that assessments are designed and implemented in educational settings (both university-based teacher preparation and school-based teacher practice in school classrooms) that serve to inform and guide teaching and learning. We also know that there is a dichotomy between assessment of learning (summative) and assessment for learning (formative) that is recognized on a global level in teacher preparation.
Importantly, the reported research examines assessment and the application of professional judgment guided by assessment for learning in contrast to the more normalizing assessment of learning that currently pervades the nature of assessment in teacher preparation and practice. There is a need in the "work of teaching" for assessments that focus on cultural competence and relational sensitivity, communication skills, and the combination of rigor and imagination fundamental to the teaching and learning practices in classrooms. Each chapter focuses on assessment and the preparation and practice of teachers who will enter classrooms to instruct the next generation of students. Chapter One opens the book with a focus on assessment and its relationship to teaching and learning in the classroom, providing the reader with an introduction to the book and an understanding of the role assessment plays in teacher preparation and practice. The authors of Chapters Two-Nine present field-based research that examines assessment in teacher preparation and practice. Each chapter offers the reader an examination of assessment in teacher preparation and practice based on formal research that provides the reader with insight into how the research study was conducted as well as equally important, the findings and conclusions drawn with respect to assessment and teacher preparation and practice. Finally, Chapter Ten presents an epilogue that focuses on the future of assessment in teacher preparation and practice.
目次
Table of Contents
Preface
Acknowledgments
Chapter 1. Assessment in Teacher Education: Refocusing on Assessment for Learning
Patrick M. Jenlink
Chapter 2. Assessing Pedagogical Judgement: Developing Teachers that See All Students as Capable, Creative, and Curious
Sonia Janis, Kaitlin M. Wegrzyn, Chantelle M. Grace, and Chris Batson
Chapter 3. Assessing the Assessment: Fairness of the Teacher Work Sample
Christina Yuknis
Chapter 4. Teacher Perceptions Regarding Implementation of the Common Core Standards and Impacts on Assessment
John S. Burgin, Gail D. Hughes, and Nancy J. Hamilton
Chapter 5. The Assessment and Self-Assessment of Field-Based Teacher Candidates
Lynn Nations Johnson, Kelsey Woodard, Kathy Mitchell, and Carol Crumbaugh
Chapter 6. Consistency in Student Teacher Evaluations: A Comparison of Cooperating Teachers and Supervisors
Irene Frank and Mei Chang
Chapter 7. University Faculty and Students' Conceptions of Assessment
Melanie DiLoreto
Chapter 8. Who Is More Ready? An Analysis of Predictors of edTPA (TM) Score
Sarah J. Kaka
Chapter 9. Writing as Representation(s) of Practice: Literacy Practices, Genre, and the edTPA (TM)
Lindsay Stoetzel
Chapter 10. Epilogue: The Future of Assessment in Teacher Preparation: The Assessment Capable Teacher
Patrick M. Jenlink
About the Editor and Contributors
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