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 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

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

scholarly journals Pre-service teacher professional noticing for teaching mathematics

2021 ◽  
Author(s):  
◽  
Stephanie A. Hopkins
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Content Knowledge ◽  
General Education Teachers ◽  
Teacher Preparation Program ◽  
Future Research ◽  
Professional Noticing

Students with disabilities and/or those who have difficulty learning mathematical concepts can be found in almost every classroom. Over the last several decades, the responsibilities and roles of general and special education educators have shifted, blurring the conventionally held boundaries between special education and general education teachers and their pedagogical practices. Both special education and general education teachers are expected to provide an optimal mathematical instructional experience to all students. One way to best prepare novice teachers for this task is by increasing their overall Pedagogical Content Knowledge (PCK). The purpose of this study is to contribute to research about specific components of a pre-service teacher's PCK. This research utilized a cross-sectional research design in its study of a representative sample of preservice teachers at specific moments in time during their teacher preparation program. Mathematical content knowledge and teachers' beliefs regarding the teaching of mathematics were found to have a statistically significant impact on professional noticing. Although not statistically significant, the differences the choice of a major had on a teacher's noticing ability requires further investigation. This study addresses an important gap in the research literature on noticing in that it includes special education teachers. Additionally, the study provides concrete recommendations for teacher preparation programing and suggestions for future research.

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

Preservice Teachers Creating Electronic Portfolios

2011 ◽  
pp. 1508-1515
Author(s):  
Katherine C. Wieseman
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Classroom Practice ◽  
Professional Growth ◽  
Personal Communication ◽  
Electronic Portfolio ◽  
Electronic Portfolios ◽  
Teacher Preparation Program ◽  
Storage Space ◽  
Work Sample

The use of portfolios stored and published in electronic formats is based on at least two assumptions. First, as performance-based assessments, they can extensively represent a preservice teacher’s or teacher’s competence, achievement, learning, and/or professional growth (Bartlett, 2002; Milman, 1999; Wieseman, 2004). Advances in electronic and digital technology permit classroom action to be documented and stored, thus capturing classroom practice and work of teacher for asynchronous viewing by others. Because they require less physical storage space than print media portfolios, electronic portfolios are increasingly being used to document, assess, and evaluate teacher quality, including eligibility for initial teacher licensure/credential or documentation of competence with respect to teaching and technology standards (Bartlett, 2002; Peters, 2000; Wieseman & Wenzlaff, 2004). A variety of models are emerging that are being labeled as electronic portfolios, not all of which portfolio experts would agree are portfolios; for example, an electronic work sample may not truly be an electronic portfolio (Barrett, personal communication, April 14, 2004; Barrett & Wilkerson, 2004). Regardless, reflection in some fashion is necessary in electronic portfolio creation. A second assumption, particularly in longitudinal electronic portfolio approaches, is that reflection will become more rich and complex as preservice teachers continue through a teacher preparation program (Levin & Camp, 2002; Mullen, Doty & Rice, 2002).

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