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Denner, Peter R.; Salzman, Stephanie A.; Bangert, Arthur W.

doi:10.1023/a:1015405715614

Cited by 14 publications

(4 citation statements)

References 8 publications

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“…This descriptive study contributes in varying degrees to the ongoing dialogue on assessing candidate practice and student learning, the systematic study of teacher education, and the preparation of high quality general and special education teachers. To begin, teaching/ learning projects, teacher work samples, or some facsimiles may provide good initial measures of candidate practice and its impact on student learning (Denner, Salzman, & Bangert, 2001;McConney, Schalock, & Schalock, 1998). They require candidates to carefully consider contextual influences in lesson design and implementation, to develop measurable and socially important learning outcomes, and to assess their students before, during, and after instruction.…”

Section: Discussionmentioning

confidence: 99%

An Early Field-based Experience and its Impact on Pre-service Candidates' Teaching Practice and Their Pupils' Outcomes

Maheady

Jabot

Rey

et al. 2007

Teacher Education and Special Education: The Journal of the Tea

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Teacher educators are under increasing pressure to show that preparation programs meaningfully impact instruction among pre-service teachers, who are then influential in student learning. This external pressure is challenging for teacher educators. We present an early field-based course and applied teaching project to examine teaching practices and pupil outcomes. Over 400 candidates taught lessons, utilized evidence-based practices, collected information before and after instruction, and responded to information gleaned from instructional experiences. Candidates provided nearly 17,000 hours of in-class assistance over four semesters, taught more than 800 lessons, used selected evidence-based teaching practices with high degrees of accuracy, and made a noticeable impact in over 60% of sampled lessons. Implications for teacher educators in general and special education are discussed.

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Section: Discussionmentioning

confidence: 99%

An Early Field-based Experience and its Impact on Pre-service Candidates' Teaching Practice and Their Pupils' Outcomes

Maheady

Jabot

Rey

et al. 2007

Teacher Education and Special Education: The Journal of the Tea

View full text Add to dashboard Cite

show abstract

“…WSTs are used for the certification of professional competence in a variety of jobs. For example, the teacher work sample methodology of Western Oregon University (Schalock, 1998) assesses preservice and in-service teachers' standing on national and state teaching standards and their impact on their students' learning (Denner, Salzman, & Bangert, 2001). The work samples collected from teachers help to differentiate performance along the continuum from beginning to expert teaching.…”

Section: Certificationmentioning

confidence: 99%

“…This type of evidence is strong if the test is based on a systematic job analysis including information on working conditions, tools and materials used, and job requirements (Felker et al, 2007). For example, Denner et al (2001) looked for and found initial evidence that the teacher work sample tasks they were using aligned with the national, state, and institutional standards (e.g., planning for and teaching actual lecture material).…”

Section: Content Representativeness (Content Validity)mentioning

confidence: 99%

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Work sample tests.

Thornton¹,

Kedharnath²

2013

APA Handbook of Testing and Assessment in Psychology, Vol. 1: Test Theory and Testing and Assessment in Industrial and Organiza

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Classroom assignments as measures of teaching quality

Joyce

Gitomer

Iaconangelo

2018

Learning and Instruction

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We investigate classroom assignments and resulting student work to identify important characteristics of assignments in terms of instructional quality and their validity as measures of teaching quality. We examine assignment quality within a large-scale project exploring multiple measures including classroom observations, teacher knowledge measures, and value-added estimates based on student achievement scores. Analyses included descriptive statistics, multivariate analyses to understand factors contributing to score variance, and correlational analyses exploring the relationship of assignment scores to other measures. Results indicate relatively low demand levels in all teacher assignments, a marked difference in score distributions for mathematics (math) and English language arts (ELA), and a substantial relationship between what was asked of and produced by students. Relationships between assignments scores, classroom characteristics, and other measures of teaching quality are examined for both domains. These findings help us understand the nature of and factors associated with assignment quality in terms of intellectual demand.

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Untitled

Cited by 14 publications

References 8 publications

An Early Field-based Experience and its Impact on Pre-service Candidates' Teaching Practice and Their Pupils' Outcomes

An Early Field-based Experience and its Impact on Pre-service Candidates' Teaching Practice and Their Pupils' Outcomes

Work sample tests.

Classroom assignments as measures of teaching quality

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