scholarly journals Using Google Docs to Enhance the Teacher Work Sample

2017 ◽  
Vol 33 (1) ◽  
pp. 54-65 ◽  
Author(s):  
Jessica Gugino
Keyword(s):  
Special Education ◽  
Teacher Candidates ◽  
Instructional Technologies ◽  
Digital Portfolios ◽  
Work Sample ◽  
Google Docs ◽  
Teacher Work Sample ◽  
Need To Evaluate ◽  
Teacher Work ◽  
Accepted Practice

The use of teaching portfolios in teacher education programs is a widely accepted practice. This article describes how a traditional teacher work sample was transformed using the online platform, Google Docs. The use of online digital portfolios may help to satisfy both the need to evaluate teacher candidates’ performance in special education settings and encourage deeper reflection through the use of interactive digital technologies. Equally important, when constructing the Google Doc work sample, teacher candidates learn important instructional technologies by implementing them in authentic settings. The author suggests the implementation of digital portfolios may reinforce best practices in special education.

The teacher work sample: A tool for scaffolding and assessing preservice teachers' early field experiences

2005 ◽  
Vol 40 (3) ◽  
pp. 188-207 ◽  
Author(s):  
John E. Henning ◽  
Andrea DeBruin‐Parecki ◽  
Becky Wilson Hawbaker ◽  
Curtis P. Nielsen ◽  
Elana Joram ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Field Experiences ◽  
Work Sample ◽  
Teacher Work Sample ◽  
Teacher Work ◽  
Early Field Experiences

scholarly journals Examining the Reliability of a Culminating Teacher Education Assessment and Discovering Areas for Reform

2014 ◽  
Vol 2 (2) ◽  
pp. 3-18
Author(s):  
Lisa D. Murley ◽  
Rebecca Stobaugh ◽  
Pamela Jukes ◽  
Janet Tassell
Keyword(s):  
Learning Process ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Comprehensive University ◽  
Work Sample ◽  
Education Assessment ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Teacher Work

The purpose of this article is to provide an overview of the process used to examine the inter-rater reliability of the Teacher Work Sample (TWS) Scoring Rubric involved with the senior culminating experience for teacher candidates used at a large comprehensive university.     The study compared holistic and analytic scores reported by Student Teacher Seminar course instructors to those of trained participants to determine the consistency of ratings between the two groups.  The study resulted in several clear areas for revising the TWS for reliability and created a foundation for future revisions.  What may prove to be the most important finding of the study, however, is the need to examine the differences among scoring practices of raters because scoring varies among people.  Common errors include misinterpretation of scoring rubrics, prompts, the teaching and learning process, and even concepts such as revised Bloom’s Taxonomy.  This finding could be generalized to other universities as all education programs utilize scoring prompts and rubrics to measure teacher candidate performance and most all use  revised Bloom’s Taxonomy in the teaching and learning process.

Fairness of the Teacher Work Sample

2019 ◽  
Author(s):  
Christina Yuknis
Keyword(s):  
Preservice Teachers ◽  
General Education ◽  
Teacher Preparation Program ◽  
High Stakes ◽  
Work Sample ◽  
Race And Gender ◽  
Hearing Status ◽  
Teacher Work Sample ◽  
Teacher Work ◽  
Teacher Workforce

This article presents the results of an evaluation of the fairness of the Teacher Work Sample (TWS), a performance assessment for preservice teachers as used at one university, for candidates in a general education or a deaf education teacher preparation program. The TWS is a high-stakes assessment, and as such, issues of fairness and reliability are critical, particularly when trying to promote increased diversity in the teacher workforce. Dimensions of ethnicity, gender, and hearing status are reviewed as part of this study. A brief overview of the TWS will be provided, followed by a discussion of the study and a discussion of the implications for practice and further research. Results indicated that all of the components of the TWS were fair along lines of hearing status, race, and gender, although the disparate impact assessment revealed that there is an overall impact for program completion based on candidates’ race. Possible reasons for this impact as well as suggestions for improvement are provided.

The Value of the Teacher Work Sample for Improving Instruction and Program

2007 ◽  
Vol 29 (1) ◽  
pp. 51-60 ◽  
Author(s):  
Roberta Devlin-Scherer ◽  
Greer Burroughs ◽  
Jim Daly ◽  
William McCartan
Keyword(s):  
Work Sample ◽  
Teacher Work Sample ◽  
Teacher Work ◽  
Improving Instruction

The Teacher Work Sample: A Professional Culminating Activity that Integrates General Studies Objectives

2012 ◽  
Vol 61 (4) ◽  
pp. 369-387
Author(s):  
Jean E. Benton ◽  
David Powell ◽  
Mary Ann DeLine ◽  
Alberta Sautter ◽  
Mary Harriet Talbut ◽  
...  
Keyword(s):  
Work Sample ◽  
Teacher Work Sample ◽  
Teacher Work ◽  
General Studies

scholarly journals Technology-Infused Instructional Framework

2016 ◽  
Vol 4 (1) ◽  
pp. 3-18
Author(s):  
Rebecca Stobaugh ◽  
Margaret Maxwell ◽  
Janet Tassell
Keyword(s):  
Cognitive Complexity ◽  
Authentic Learning ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Lesson Plans ◽  
Engaged Learning ◽  
Work Sample ◽  
Teacher Work Sample ◽  
Teacher Work ◽  
The Impact

The focus of this research is to examine the impact of an instructional instrument to improve the quality of pre-service teachers’ lesson plans.  The HEAT instrument focuses on four components essential to high-quality lesson plans:  Higher-Order Thinking, Engaged Learning, Authentic Learning, and Technology.  The research study examined a) data from elementary education classes for two semesters to measure the impact of the HEAT instrument on instructional planning during the semester and b) these pre-service teachers’ subsequent performance on the Teacher Work Sample compared to a control group of student teachers to measure the impact of the instrument on pre-service teacher performance.  In the treatment group, pre-service teachers’ scores on the HEAT instrument were lower each successive semester of the study; however, during the student teaching semester the teacher candidates had higher scores on the Teacher Work Sample which measured the four components embedded in the HEAT instrument.  Keywords:  lesson plans; Bloom’s Taxonomy; teacher education; cognitive complexity; higher-order thinking; technology integration; authentic learning; engaged learning  

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