PRESERVICE TEACHERS: RECOGNIZING THE STORY IN ASSESSMENT DATA AND ACTING ON IT FOR THE BENEFIT OF STUDENT SUCCESS

2018 ◽  
Author(s):  
Linda Colburn ◽  
Porter Coggins
Keyword(s):  
Preservice Teachers ◽  
Student Success ◽  
Assessment Data

scholarly journals Reframing Assessment Concepts

1996 ◽  
Vol 4 ◽  
pp. 17 ◽  
Author(s):  
Catherine S. Taylor ◽  
Susan Bobbitt Nolen
Keyword(s):  
Preservice Teachers ◽  
Individual Differences ◽  
Large Scale ◽  
Classroom Assessment ◽  
Validity And Reliability ◽  
Assessment Data ◽  
State Accountability

We question the utility of traditional conceptualizations of validity and reliability, developed in the context of large scale, external testing, and the psychology of individual differences, for the context of the classroom. We compare traditional views of validity and reliability to alternate frameworks that situate these constructs in teachers' work in classrooms. We describe how we used these frameworks to design an assessment course for preservice teachers, and present data that suggest students in the redesigned course not only saw the course as more valuable in their work as teachers, but developed deeper understandings of validity and reliability than did their counterparts in a traditional tests and measurement course. We close by discussing the implications of these data for the teaching of assessment, and for the use and interpretation of classroom assessment data for purposes of local and state accountability.

scholarly journals Using Slowmation for animated storytelling to represent non-Aboriginal preservice teachers' awareness of "relatedness to country"

2011 ◽  
Vol 27 (1) ◽  
Author(s):  
Anthony McKnight ◽  
Garry Hoban ◽  
Wendy Nielsen
Keyword(s):  
Preservice Teachers ◽  
Cultural Diversity ◽  
Digital Storytelling ◽  
Aboriginal People ◽  
Ways Of Knowing ◽  
Assessment Data ◽  
Relational Approach ◽  
Special Place ◽  
The Subject ◽  
Stop Motion

<span>In this study, a group (N=15) of final year non-Aboriginal preservice teachers participated in an elective subject that aimed to raise their awareness about Aboriginal ways of knowing. A vital aspect of the course was developing the preservice teachers' awareness of "relatedness to country" which is a key belief for Aboriginal people. The non-Aboriginal preservice teachers selected their own special place and then experienced Aboriginal ways of knowing throughout the course and visited local Aboriginal sites to hear and listen to stories shared by an Aboriginal Elder. At the end of the subject, the preservice teachers created their own animated story about their special place using an approach called called </span><em>Slowmation</em><span> (abbreviated from "Slow animation"), which is a narrated stop-motion animation that is played slowly at 2 photos/second to tell a story. It is a simplified way for preservice teachers to make animations that integrates aspects of claymation, digital storytelling and object animation. To research this approach, the preservice teachers were interviewed at the beginning and end of the course as well as submitting their animation for assessment. Data collected revealed that all the preservice teachers were able to make an animated story explaining their relationship to their "special place" and most developed a deeper understanding of what a relational approach to country means. Getting the preservice teachers to make animated stories helped them to reflect upon their special place and was a creative way to develop their awareness of cultural diversity, especially about Aboriginal ways of knowing.</span>

scholarly journals Preservice Teachers’ Memories of Home-School Connections and Their Link to Anticipated Practices

2019 ◽  
Vol 3 (3) ◽  
pp. 112-139 ◽  
Author(s):  
Kyle Elizabeth Miller
Keyword(s):  
Qualitative Research ◽  
Preservice Teachers ◽  
Elementary Education ◽  
Student Success ◽  
Teacher Educators ◽  
Professional Role ◽  
Home School ◽  
Structured Interviews ◽  
Qualitative Research Design ◽  
Involved Parents

Connecting with families is now a key professional role for teachers and supports student success in the classroom. This article presents an examination of elementary education preservice teachers’ anticipated work with families and how their memories of school intersect with those visions.  A qualitative research design incorporated open-ended questionnaires and semi-structured interviews with twenty-five preservice teachers.  An inductive analysis using grounded theory techniques led to the identification of four main themes including: (1) “Involved” parents show up at school, (2) technology is a strategy to modernize work with families, (3) field-based experiences reinforce anticipated practices, and (4) institutionalized practices are the practices that count.  Each theme connected to participants’ memories of school and future visions reflected traditional one-way efforts embedded in their school histories.  Implications are discussed for teacher educators.

An Adapted Measure of Teacher Self-Efficacy for Preservice Teachers: Exploring its Validity Across two Countries

2014 ◽  
Vol 28 (3) ◽  
pp. 83-92 ◽  
Author(s):  
Franziska Pfitzner-Eden ◽  
Felicitas Thiel ◽  
Jenny Horsley
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Confirmatory Factor Analyses ◽  
3 Dimensional ◽  
Multiple Group ◽  
Three Samples ◽  
Confirmatory Factor ◽  
Teacher Self Efficacy ◽  
Dimensional Assessment ◽  
Metric Measurement

Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

Structuring Assessments of Psychopathology

2006 ◽  
Vol 27 (2) ◽  
pp. 87-92 ◽  
Author(s):  
Willem K.B. Hofstee ◽  
Dick P.H. Barelds ◽  
Jos M.F. Ten Berge
Keyword(s):  
Principal Components ◽  
Personality Assessment ◽  
Clinical Sample ◽  
Principal Component ◽  
Normal Sample ◽  
Normative Sample ◽  
Assessment Data ◽  
Obsessive Compulsive ◽  
Oblique Rotation ◽  
Two Samples

Hofstee and Ten Berge (2004a) have proposed a new look at personality assessment data, based on a bipolar proportional (-1, .. . 0, .. . +1) scale, a corresponding coefficient of raw-scores likeness L = ΢XY/N, and raw-scores principal component analysis. In a normal sample, the approach resulted in a structure dominated by a first principal component, according to which most people are faintly to mildly socially desirable. We hypothesized that a more differentiated structure would arise in a clinical sample. We analyzed the scores of 775 psychiatric clients on the 132 items of the Dutch Personality Questionnaire (NPV). In comparison to a normative sample (N = 3140), the eigenvalue for the first principal component appeared to be 1.7 times as small, indicating that such clients have less personality (social desirability) in common. Still, the match between the structures in the two samples was excellent after oblique rotation of the loadings. We applied the abridged m-dimensional circumplex design, by which persons are typed by their two highest scores on the principal components, to the scores on the first four principal components. We identified five types: Indignant (1-), Resilient (1-2+), Nervous (1-2-), Obsessive-Compulsive (1-3-), and Introverted (1-4-), covering 40% of the psychiatric sample. Some 26% of the individuals had negligible scores on all type vectors. We discuss the potential and the limitations of our approach in a clinical context.

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