Dec 24, 2014 - Download by: [Buskerud & Vestfold University College ] ... ISSN: 0162-6620 (Print) 2158-6098 (Online) Journal homepage: ... University, Glenda L. Black of Nipissing University, Andrea Cayson of Florida State University,.
Action in Teacher Education
ISSN: 0162-6620 (Print) 2158-6098 (Online) Journal homepage: http://www.tandfonline.com/loi/uate20
Section I. Summary LeAnn G. Putney & Nancy P. Gallavan To cite this article: LeAnn G. Putney & Nancy P. Gallavan (2014) Section I. Summary, Action in Teacher Education, 36:5-6, 401-403, DOI: 10.1080/01626620.2014.977693 To link to this article: http://dx.doi.org/10.1080/01626620.2014.977693
Published online: 24 Dec 2014.
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Date: 03 November 2015, At: 03:09
Action in Teacher Education, 36:401–403, 2014 Copyright © Association of Teacher Educators ISSN: 0162-6620 print/2158-6098 online DOI: 10.1080/01626620.2014.977693
Section I. Summary Downloaded by [Buskerud & Vestfold University College ] at 03:09 03 November 2015
LeAnn G. Putney University of Nevada, Las Vegas
Nancy P. Gallavan University of Central Arkansas
CLASSROOM ASSESSMENTS: EXTENSION QUESTIONS FOR REFLECTION AND CONVERSATION The four articles selected for Section I address methods of assessing student work at K–12 and university teacher education classrooms, teacher’s motivation for conducting assessment, as well as examining assessment as a vehicle for educational reform. The first article, titled “Assessing Beyond Minimal Compliance” and authored by Brandon Bush, Irene Frank, and Lisbeth DixonKrauss from the University of North Texas, opened this section by examining the use of electronic assessment systems (EAS) for teacher candidate performance. Extension Questions for Reflection and Conversation 1. What is meant by accreditation? 2. What changes were implemented in 2001 by NCATE in terms of teacher candidate proficiencies? 3. What are potential advantages of using an electronic assessment system (EAS) for purposes of accreditation? 4. In what ways are program faculty at your institution involved in the assessment and accreditation process? 5. What insights have you gained related to using a framework such as outlined in this article in preparing for accreditation? “Four Facets of Classroom Assessments: Obstacles, Obligations, Outcomes, and Opportunities” is a product of the collaboration among members of the ATE Commission on Classroom Assessment. Lynn Kelting-Gibson of Montana State University was the commission chair, while Nancy P. Gallavan of the University of Central Arkansas was the ATE president of the commission, with contributing members as follows: Eva St. Arnauld and Debbie Rickey of Grand Canyon University, Glenda L. Black of Nipissing University, Andrea Cayson of Florida State University, Janine Davis of the University of Mary Washington, Kathy D. Evans from the University of Tennessee at Martin, Patricia P. Johnson of Grambling State University, Barbara Levandowski of North Park University, Keenya Mosley from Savannah State University, Debra D Shulsky
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from the University of Houston, Deborah Thomas of Georgia Southern University, Amy M. Williamson of Angelo State University, and Jerald I. Wolfgang from Niagara University. Together these commission members unpacked four facets of classroom assessment faced by classroom teachers and teacher candidates: obstacles, obligations, outcomes, and opportunities.
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Extension Questions for Reflection and Conversation 1. What are the five valuable criteria that inform and support high-quality assessments? 2. What are the four conditions that affect teacher preparation for classroom assessments? 3. What are some of the obstacles related to classroom assessments that classroom teachers and teacher candidates encounter? 4. In what ways have outside agencies affected teacher obligations related to assessment? 5. In examining the characteristics of the four facets (obstacles, obligations, outcomes, and opportunities), with which of these characteristics do you identify in your own educational setting? 6. What insights have you gained from this commission’s work related to effective classroom assessments? “Say Cheese! A Snapshot of Elementary Teachers’ Engagement and Motivation for Classroom Assessment” is authored by Glenda L. Black of Nipissing University. In this qualitative study, elementary classroom teachers were selected because of their exceptional teaching practice and their interest in assessment. The data provided insight into the teachers’ engagement and motivation for classroom assessment. Extension Questions for Reflection and Conversation 1. 2. 3. 4. 5.
What are the major goals of assessment? What are the differences in assessment for, as, and of learning? How is classroom assessment used in the Canadian context? How is self-determination theory being applied in this study? What was a major difference in the use of assessments by more experienced teachers compared to novice teachers? 6. What insights from this study might you find useful in your teacher education program? “Demystifying the Data-Based Decision-Making Process” was coauthored by Elizabeth D. Cramer of Florida International University, Mary E. Little of the University of Central Florida, and Patricia Alvarez McHatton from the University of Missouri–Kansas City. The purpose of this article was to describe a conceptual model that includes specific skills and processes of data-based decision making. Extension Questions for Reflection and Conversation 1. What are some of the challenges related to outcomes based assessment? 2. What is the benefit of a recursive data-based decision-making model? 3. What are the various ways the authors noted that data could be used?
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4. How did appreciate inquiry facilitate the process for this study? 5. What are some ways that you can locally disseminate results of your own data-driven findings to policy makers and community members? 6. What are the implications of this study for your own decision-making processes in teacher education? Taken together, these first four articles on classroom assessment present different methods of assessing student work at K–12 and university teacher education classrooms. These articles afford us opportunities to use recursive and reflexive models of assessing our own teacher educator practices as well as understanding teachers’ motivations for conducting assessment in the classroom. In addition this section provides ways to consider and actively participate in localized educational reform.
LeAnn G. Putney is professor of educational psychology at University of Nevada, Las Vegas, specializing in ethnographic research in K–12 classrooms. Her recent work explored teacher and collective classroom efficacy from a Vygotskian perspective to illustrate how efficacy develops and is enhanced by classroom participants. LeAnn cofounded Innovations International Charter School of NV, a public K–12 charter school for culturally and linguistically diverse students where she serves as director of research. She is active in the Association of Teacher Educators, the American Educational Research Association, and Teachers of English to Speakers of Other Languages professional organizations. Nancy P. Gallavan is professor of teacher education at University of Central Arkansas specializing in classroom assessments, cultural competence, and social studies education in an ATE award-winning MAT program. With more than 120 publications in various peer-reviewed journals and teacher education books, she has authored and/or edited 15 books, receiving the UCA Research Award in 2013. Active in the Association of Teacher Educators, the American Educational Research Association, the National Association of Multicultural Education, and the National Council for the Social Studies plus several regional and state associations, Nancy served as the 2013–2014 ATE president.
