framing the context the history of teacher quality assessment l.
Download
Skip this Video
Download Presentation
Framing the Context: The History of Teacher Quality Assessment

Loading in 2 Seconds...

play fullscreen
1 / 13

Framing the Context: The History of Teacher Quality Assessment - PowerPoint PPT Presentation


  • 187 Views
  • Uploaded on

Framing the Context: The History of Teacher Quality Assessment. Mary E. Diez Alverno College. The Puzzle of Teacher Quality: Two Paradigms. A Nation at Risk (1983) Credentialing Highly qualified A Nation Prepared (1986) Professionalism Highly effective.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Framing the Context: The History of Teacher Quality Assessment' - sanne


Download Now An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
framing the context the history of teacher quality assessment

Framing the Context: The History of Teacher Quality Assessment

Mary E. Diez

Alverno College

the puzzle of teacher quality two paradigms
The Puzzle of Teacher Quality: Two Paradigms
  • A Nation at Risk (1983)
    • Credentialing
    • Highly qualified
  • A Nation Prepared (1986)
    • Professionalism
    • Highly effective
wolf bixby glenn gardner 1991
Wolf, Bixby, Glenn & Gardner (1991)
  • How do assumptions about what learning is and how to assess it make a difference in what we see as evidence?
    • The epistemology of intelligence and the culture of testing
    • The epistemology of mind and the culture of assessment
shepard 2000
Shepard (2000)
  • 20th century paradigm—Social efficiency curriculum, hereditarian theory of IQ, associationist and behaviorist learning theories, and scientific measurement
  • Emergent paradigm—Reformed vision of curriculum, cognitive and constructivist learning theories, and classroom assessment
baker 2007
Baker (2007)
  • Concerned by an “evidential disconnect between test design and learning research”
  • “. . . We must augment our usual accountability tests with other qualifications that link accountability to learning, that tap deeper individual knowledge, and that measure ability to transfer to new contexts and applications.”
managing polarities
Managing Polarities
  • Epistemology of intelligence vs. mind
  • Culture of testing vs. assessment
  • Credentialing vs. professionalism
hallmarks of professionalism the traditional three
Hallmarks of Professionalism: The Traditional Three
  • Specialized training and knowledge in a codified field of knowledge
  • Public recognition of autonomy and self regulation*
  • Commitment to service and altruism beyond one’s own economic welfare*

*Teaching as a semi-profession

hallmarks of professionalism a new three
Hallmarks of Professionalism:A New Three
  • Collaborative and integrative skills in complex organizations (meaning-making, connecting, mentoring)
  • Knowing how to work in emergent social systems, like e-communities, temporary organizations like task forces and project teams (navigating and structuring)
slide9
Seeing the work of the profession as for the larger group, with crucial social implications (civic awareness and stewardship mentality)
our challenge
Our challenge

Given PI 34’s vision:

  • To construct meaningful assessment of the complex performance of teaching
  • Through working in new ways as colleagues, rather than competitors
learning from each other
Learning from each other
  • Making our understandings explicit
  • Sharing our assessments, criteria and rubrics
  • So far--baby steps
    • Student teaching instrument
    • Graduate follow up instrument
to continue learning we need to
To continue learning, we need to
  • Recognize we need to keep learning (overcome our “expert” identity)
  • Follow Carnegie: Make it public, critique it, improve it, pass it on
introducing ray pecheone
Introducing Ray Pecheone
  • Advocate of professionalization
    • National Board assessments
    • Connecticut BEST assessment
    • PACT assessment in California
      • 30 institutions joining together to implement a set of assessments and learn from each other’s practice and data