TILTing It Forward: The Transparency Model of Assessment as a Scaffold for Secondary Teacher Education
Saved in:
| Title: | TILTing It Forward: The Transparency Model of Assessment as a Scaffold for Secondary Teacher Education |
|---|---|
| Language: | English |
| Authors: | Nancy L. Remler |
| Source: | International Journal for the Scholarship of Teaching and Learning. 2023 17(2). |
| Availability: | Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/ij-sotl/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Evaluation, Assessment Literacy, Self Efficacy, Scholarship, Instruction, Learning, Accountability, Methods Courses, Preservice Teachers, Preservice Teacher Education, Field Instruction, Training, Writing Evaluation, Writing Instruction, Educational Objectives, Knowledge Level, Writing Processes |
| ISSN: | 1931-4744 |
| Abstract: | Even though K-12 educators must assess student learning and adjust instruction based on learning data, many teachers lack confidence in their ability to assess. Because low confidence levels may be due to inadequate teacher preparation, this study invokes the pivotal SoTL project, Transparency in Learning and Teaching (TILT), as it examines TILT's impact on twelve undergraduate ELA teacher candidates (TCs). The hypothesis was that TILT would not only enhance undergraduate TCs' learning outcomes in an ELA methods course, but also scaffold their early development of assessment literacy. Findings support the hypothesis but indicate that TCs would benefit from additional instruction in assessment design prior to implementing assessments in field placement settings. Findings also point to potential for future SoTL studies across disciplines and in broader contexts to align with trends in higher education, such as high-impact practices and cross-institutional partnerships. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1410828 |
| Database: | ERIC |
| Abstract: | Even though K-12 educators must assess student learning and adjust instruction based on learning data, many teachers lack confidence in their ability to assess. Because low confidence levels may be due to inadequate teacher preparation, this study invokes the pivotal SoTL project, Transparency in Learning and Teaching (TILT), as it examines TILT's impact on twelve undergraduate ELA teacher candidates (TCs). The hypothesis was that TILT would not only enhance undergraduate TCs' learning outcomes in an ELA methods course, but also scaffold their early development of assessment literacy. Findings support the hypothesis but indicate that TCs would benefit from additional instruction in assessment design prior to implementing assessments in field placement settings. Findings also point to potential for future SoTL studies across disciplines and in broader contexts to align with trends in higher education, such as high-impact practices and cross-institutional partnerships. |
|---|---|
| ISSN: | 1931-4744 |
