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Teacher Candidate Performance-Based Assessment.

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Title: Teacher Candidate Performance-Based Assessment.
Language: English
Authors: Douglas, Lin D., Fennerty, Daniel C.
Peer Reviewed: N
Page Count: 12
Publication Date: 1994
Document Type: Reports - Descriptive
Descriptors: Academic Advising, Check Lists, Competency Based Teacher Education, Education Majors, Elementary Secondary Education, Evaluation Methods, Higher Education, Performance Based Assessment, Portfolios (Background Materials), Preservice Teacher Education, Program Development, Special Education, Special Education Teachers, Student Evaluation, Teacher Competencies
Abstract: A portfolio assessment process was implemented in the Special Education Division of Central Washington University's teacher education program. The portfolio assessment was designed as an "end of major" assessment with three goals: provide a continuous assessment of the program of studies, determine the quality of program graduates, and serve as a resource for school district personnel in recruitment and hiring. It is believed that effective assessment should include procedures which reflect the student's ability to demonstrate the critical teaching skills of assessment and program development, implementation, and evaluation. Students are introduced to the portfolio assessment process at an orientation meeting, and they meet with their academic advisors at least once each quarter to review the portfolio and receive help with difficulties. A checklist is provided to structure the communication process between the student and advisor concerning portfolio development. Minimum requirements for the portfolio include: research on the student's practicum population and eligibility criteria of all special education students; a comprehensive case study on one student; behavioral studies; an assessment process; an instructional plan; materials modification plan; individualized education program; transition plan; and parent-community involvement plan. Portfolio assessment recommendations are offered based on this university's experience. (Contains approximately 50 references.) (JDD)
Entry Date: 1994
Accession Number: ED367634
Database: ERIC
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED367634
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PubType: Report
PubTypeId: report
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IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teacher Candidate Performance-Based Assessment.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Douglas%2C+Lin+D%2E%22">Douglas, Lin D.</searchLink><br /><searchLink fieldCode="AR" term="%22Fennerty%2C+Daniel+C%2E%22">Fennerty, Daniel C.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1994
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Descriptive
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Academic+Advising%22">Academic Advising</searchLink><br /><searchLink fieldCode="DE" term="%22Check+Lists%22">Check Lists</searchLink><br /><searchLink fieldCode="DE" term="%22Competency+Based+Teacher+Education%22">Competency Based Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Majors%22">Education Majors</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Based+Assessment%22">Performance Based Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Portfolios+%28Background+Materials%29%22">Portfolios (Background Materials)</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A portfolio assessment process was implemented in the Special Education Division of Central Washington University's teacher education program. The portfolio assessment was designed as an "end of major" assessment with three goals: provide a continuous assessment of the program of studies, determine the quality of program graduates, and serve as a resource for school district personnel in recruitment and hiring. It is believed that effective assessment should include procedures which reflect the student's ability to demonstrate the critical teaching skills of assessment and program development, implementation, and evaluation. Students are introduced to the portfolio assessment process at an orientation meeting, and they meet with their academic advisors at least once each quarter to review the portfolio and receive help with difficulties. A checklist is provided to structure the communication process between the student and advisor concerning portfolio development. Minimum requirements for the portfolio include: research on the student's practicum population and eligibility criteria of all special education students; a comprehensive case study on one student; behavioral studies; an assessment process; an instructional plan; materials modification plan; individualized education program; transition plan; and parent-community involvement plan. Portfolio assessment recommendations are offered based on this university's experience. (Contains approximately 50 references.) (JDD)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1994
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED367634
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED367634
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
    Subjects:
      – SubjectFull: Academic Advising
        Type: general
      – SubjectFull: Check Lists
        Type: general
      – SubjectFull: Competency Based Teacher Education
        Type: general
      – SubjectFull: Education Majors
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Performance Based Assessment
        Type: general
      – SubjectFull: Portfolios (Background Materials)
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Program Development
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
    Titles:
      – TitleFull: Teacher Candidate Performance-Based Assessment.
        Type: main
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      – PersonEntity:
          Name:
            NameFull: Douglas, Lin D.
      – PersonEntity:
          Name:
            NameFull: Fennerty, Daniel C.
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 1994
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