ERIC Number: ED077892
Record Type: RIE
Publication Date: 1973-Jun
Reference Count: 0
Performance-Based Teacher Education. Some Measurement and Decision-Making Considerations.
Merwin, Jack C.
The Committee on Performance-Based Teacher Education (PBTE) of the American Association of Colleges for Teacher Education reported that adequate evaluation is critical to the success of PBTE. Some basic measurement and decision-making concerns are crucial to such an evaluation. Essential is a list of competencies. Problems in assessing attainment of these competencies include environmental factors, time factors, characteristics of both the pupils and the type of learning involved. But even in the lists of competencies already available, there arise questions as to exactitude of terms, as to whose performance, the teacher's or the pupil's, is being assessed, and as to the ability to assess behavior at all. Above all, it is important to establish a relationship between teacher performance and changes in pupil behavior; the research to establish this relationship must one day be conducted. All things considered, the need for any measurement at all boils down to a need for a basis for more adequate prediction. Until the problem of assessment is surmounted, the real potential for a significant contribution of the PBTE approach will remain unknown. (JA)
Descriptors: Competency Based Teacher Education, Educational Programs, Evaluation Criteria, Measurement Techniques, Performance Criteria, Teacher Behavior, Teacher Education, Teacher Effectiveness, Teacher Evaluation, Teacher Improvement
Order Department, American Association of Colleges for Teacher Education, Suite #610, One Dupont Circle, Washington, D.C. 20036 ($2.00)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Improvement of Educational Systems (DHEW/OE), Washington, DC.
Authoring Institution: American Association of Colleges for Teacher Education, Washington, DC.