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Teacher Work Sample Assessment: An Accountability Method That Moves beyond Teacher Testing to the Impact of Teacher Performance on Student Learning.

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Title: Teacher Work Sample Assessment: An Accountability Method That Moves beyond Teacher Testing to the Impact of Teacher Performance on Student Learning.
Language: English
Authors: Denner, Peter R., Salzman, Stephanie A., Harris, Larry B.
Peer Reviewed: N
Page Count: 48
Publication Date: 2002
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Academic Standards, Accountability, Early Childhood Education, Elementary Secondary Education, Evaluation Methods, Higher Education, Performance Based Assessment, Preservice Teacher Education, Special Education, Student Evaluation, Student Teacher Evaluation, Teacher Certification, Teacher Competencies, Work Sample Tests
Geographic Terms: U.S.; Idaho
Abstract: This paper shows how a mid-sized teacher education institution proactively developed a performance assessment method, Teacher Work Samples (TWSs), addressing the school's efforts to use TWSs to obtain evidence of the impact of teacher performance on student learning. The paper examines challenges faced in developing and implementing TWS assessments and how the school uses TWSs to hold graduates accountable for program and state standards. It also presents evidence supporting the validity and reliability of using TWSs for high-stakes assessment and program accountability. Evidence comes from over 400 work samples collected during the 2000-02 academic year. Candidates completed two TWSs in conjunction with two internships taken during the teacher education program. Overall, TWS assessments met the elements of Crocker's (1997) content representativeness (frequency, importance or criticality, and realism). The TWS measured state standards targeted in the work sample. Ratings found using the analytic scoring rubric were sufficient for making judgments regarding candidates' TWS performance. TWS performance remained constant from students' first to second internship experiences. Determination of the quality of assessment evidence was problematic. The study found that evidence of the impacts of candidate performance on student learning must be embedded within the context of the quality of the assessment evidence. Teacher Work Sample Index of Student Learning Assessment (published by the College of Education, Idaho State University) is appended. (Contains 15 tables and 19 references.) (SM)
Notes: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (54th, New York, NY, February 23-26, 2002). Appended material is not available from ERIC.
Journal Code: RIESEP2002
Entry Date: 2002
Accession Number: ED463285
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Teacher Work Sample Assessment: An Accountability Method That Moves beyond Teacher Testing to the Impact of Teacher Performance on Student Learning.
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  Data: <searchLink fieldCode="AR" term="%22Denner%2C+Peter+R%2E%22">Denner, Peter R.</searchLink><br /><searchLink fieldCode="AR" term="%22Salzman%2C+Stephanie+A%2E%22">Salzman, Stephanie A.</searchLink><br /><searchLink fieldCode="AR" term="%22Harris%2C+Larry+B%2E%22">Harris, Larry B.</searchLink>
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  Data: N
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  Data: 48
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  Label: Publication Date
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  Data: 2002
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  Data: Reports - Research<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Academic+Standards%22">Academic Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</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="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Evaluation%22">Student Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Certification%22">Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Sample+Tests%22">Work Sample Tests</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+Idaho%22">U.S.; Idaho</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper shows how a mid-sized teacher education institution proactively developed a performance assessment method, Teacher Work Samples (TWSs), addressing the school's efforts to use TWSs to obtain evidence of the impact of teacher performance on student learning. The paper examines challenges faced in developing and implementing TWS assessments and how the school uses TWSs to hold graduates accountable for program and state standards. It also presents evidence supporting the validity and reliability of using TWSs for high-stakes assessment and program accountability. Evidence comes from over 400 work samples collected during the 2000-02 academic year. Candidates completed two TWSs in conjunction with two internships taken during the teacher education program. Overall, TWS assessments met the elements of Crocker's (1997) content representativeness (frequency, importance or criticality, and realism). The TWS measured state standards targeted in the work sample. Ratings found using the analytic scoring rubric were sufficient for making judgments regarding candidates' TWS performance. TWS performance remained constant from students' first to second internship experiences. Determination of the quality of assessment evidence was problematic. The study found that evidence of the impacts of candidate performance on student learning must be embedded within the context of the quality of the assessment evidence. Teacher Work Sample Index of Student Learning Assessment (published by the College of Education, Idaho State University) is appended. (Contains 15 tables and 19 references.) (SM)
– Name: Note
  Label: Notes
  Group: Note
  Data: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (54th, New York, NY, February 23-26, 2002). Appended material is not available from ERIC.
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  Data: 2002
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  Label: Accession Number
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  Data: ED463285
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 48
    Subjects:
      – SubjectFull: Academic Standards
        Type: general
      – SubjectFull: Accountability
        Type: general
      – SubjectFull: Early Childhood Education
        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: Preservice Teacher Education
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Student Teacher Evaluation
        Type: general
      – SubjectFull: Teacher Certification
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Work Sample Tests
        Type: general
      – SubjectFull: U.S.; Idaho
        Type: general
    Titles:
      – TitleFull: Teacher Work Sample Assessment: An Accountability Method That Moves beyond Teacher Testing to the Impact of Teacher Performance on Student Learning.
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            NameFull: Denner, Peter R.
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            NameFull: Salzman, Stephanie A.
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            NameFull: Harris, Larry B.
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              M: 02
              Type: published
              Y: 2002
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