Description
Book SynopsisWhat does performance-based assessment in teacher education mean? How can colleges and schools of education bring together faculty across programs and within programs to develop and implement a performance-based assessment program for their candidates? This volume is designed to share elements of effective performance-based assessments, examine the issues related to credibility of the evidence from performance-based assessments, and provide practical examples of works in progress from initial licensure through advanced-degree programs in teacher education.
Trade ReviewTeacher education is a completely different world than it was a generation ago. Castle and Shaklee capture this transformation well, situate it with current examples, and raise important challenges for our consideration. Twenty-first century teachers must understand these critical issues in these critical times. -- Mark Girod, assistant professor, Western Oregon University
This volume describes how faculty at George Mason U. developed and implemented a performance-based assessment program for their candidates in preparation for an NCATE 2000 accreditation visit. * Reference and Research Book News *
Editors Castle and Shaklee have assembled an invaluable tool for teacher educators navigating the murky waters of teacher education accreditation. Recommended. * CHOICE *
If there is such a thing as just in time reading, then this book delivers just that. * Tcrecord *
[Assessing Teacher Performance] addresses a topic of much interest to institutions preparing for accreditation visits under NCATE 2000. Helpful suggestions about preservice teacher-education programs are available [in this book]. -- Dale P. Scannell, professor emeritus, Indiana University
Table of ContentsPart 1 Part I: Overview of Performance Assessment Chapter 2 Performance Assessment in Perspective: History, Opportunities, and Challenges Chapter 3 A Performance Assessment System Chapter 4 Developing Credible Performance Assessments Part 5 Part II: Performance Assessment of Preservice Teacher Candidates Chapter 6 Course-Based Performance Assessments Chapter 7 Summative Performance Assessments Part 8 Part III: Performance of In-Service Teachers Chapter 9 Course-Based Performance Assessments for Advanced-Degree Work Chapter 10 Summative Portfolio Assessment Part 11 Part IV: Dispositions Chapter 12 Assessing Candidate Dispositions: A Work in Progress
