Improving the Assessment of Practice Teaching: a criteria and standards framework

Brooker, Ross; Muller, Ross; Mylonas, Aliisa; Hansford, Brian

doi:10.1080/0260293980230101

Cited by 22 publications

(15 citation statements)

References 7 publications

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“…A quick look at practicum assessment programs shows that the assessment of the performance in the teaching practice is not well-grounded, and accordingly, the impact of assessment to any of the commitments given to practice teaching is problematic (Brooker, Muller, Mylonas, & Hansford, 1998). In this respect, Seferoğlu (2006) put forward that assessment procedures together with the type of courses offered, course contents within the Turkish teacher education program needed to be redesigned to meet the requirements of an innovative and flexible professional.…”

Section: Research Backgroundmentioning

confidence: 99%

“…In the same vein, Tillema, Smith, and Lessem (2011) concluded after their study with student teachers and mentors from Israel, Norway, and The Netherlands that while mentors and student teachers vary on basic aspects of assessment to some extent, they mostly agree on teachers' possessing knowledge of the subject matter, being proficient in teaching methods, and being a good teacher as a model for the pupils. Brooker et al (1998) suggested some criteria and standards for assessing teaching practicum that included planning and preparation, communication and interaction, teaching for learning, managing the learning environment, student evaluation, and professionalism. Assessing Quality Teaching Rubrics (AQTR) was developed in four basic dimensions as components of practicum assessment: task design, task presentation, management, and responses (Chen, Hendricks, & Archibald, 2011).…”

Section: Research Backgroundmentioning

confidence: 99%

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Assessing the Performance in EFL Teaching Practicum: Student Teachers’ Views

Merç

2015

IJHE

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This study aims to find out whether or not pre-service EFL teachers are satisfied with the way their performance in teaching practice is measured. A questionnaire was developed to elicit student teachers' views related to the components of the measurement policies employed in the two practicum courses at Anadolu University English Language Teacher Training program. 117 student teachers answered the questionnaire. 12 of them were interviewed to support the quantitative findings. The results of the analyses showed that majority of the students were satisfied with their grades in teaching practicum. Furthermore, student teachers found certain criterion measures as effective means for assessing their performance such as planning-preparation, general organization, and assessment by university supervisors while assessment by cooperating teachers, writing observation and reflection reports, and assessment by peer teachers were found to be the least effective ones. The findings are discussed considering the current measurement policies and certain other practices about teaching practicum component of teacher education programs. Some suggestions for university supervisors, cooperating teachers, student teachers, and all other parties related to teaching practicum are also provided.

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Section: Research Backgroundmentioning

confidence: 99%

Section: Research Backgroundmentioning

confidence: 99%

Assessing the Performance in EFL Teaching Practicum: Student Teachers’ Views

Merç

2015

IJHE

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“…En relación al problema que entraña la definición de los criterios para evaluar se subraya la dificultad y la responsabilidad que conlleva la toma de decisiones al respecto, debido a su repercusión socioeducativa (Brooker, Muller, Mylonas y Hansford, 1998;Price, 2005). La discusión a lo largo del tiempo se centra en qué debe entenderse como criterio de medida, es decir qué debe evaluarse, para indicar, con equidad y justicia, lo que el estudiante universitario ha aprendido.…”

Section: Criterios Y Estándares Para Evaluar El Aprendizaje En La Uniunclassified

Evaluación del aprendizaje en la universidad: una mirada retrospectiva y prospectiva desde la divulgación científica

Valdivia

2017

EJREP

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Este artículo tiene como propósito aproximarse al estado actual de la investigación sobre la evaluación del aprendizaje en la universidad. Se realiza una búsqueda en publicaciones científicas periódicas de reconocido prestigio. Tres preguntas se elaboran a modo de guía del análisis de contenido de los artículos consultados: (i) ¿Cuáles son las problemáticas relacionadas con la evaluación del aprendizaje en la universidad que vienen preocupando a docentes e investigadores en la última década?, (ii) ¿Cómo se manifiestan en diferentes contextos universitarios? y (iii) ¿Qué sugieren las investigaciones como soluciones pertinentes y probables para mejorar la evaluación del aprendizaje en la universidad? La categorización del contenido de los artículos gira en torno a ello. Con esta información se crea la base documental para este trabajo que permite realizar algunas inferencias, presumiblemente de interés, respecto a cuáles son las problemáticas relacionadas con la evaluación del aprendizaje en la universidad que vienen preocupando a docentes e investigadores en la última década; cómo se manifiestan en diferentes contextos universitarios y qué sugieren las investigaciones como soluciones pertinentes y probables. Finalmente se ofrece una amplia lista de referencias bibliográficas, útil a docentes e investigadores interesados en el tema.

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“…Student teachers consider teaching practicum as the most important activity in their study programmes (Poulou, 2007;Brooker, Muller, Mylonas & Hansford, 1998). The practicum serves a larger purpose than merely as the bridge between theory and practice (Smith & Lev-Ari, 2005;Bailey, Scantlebury & Johnson, 1999).…”

Section: Theoretical Backgroundmentioning

confidence: 99%