ERIC Number: ED285841
Record Type: RIE
Publication Date: 1987-Jun
Reference Count: N/A
Intentions, Problems and Dilemmas: Assessing Teacher Knowledge through a Case Method System. Issue Paper 87-3.
Barnes, Henrietta L.
This paper examines teacher assessment in light of contemporary cognitive science and anthropological research on teaching. Attention is given to why some teacher tests are inappropriate for assessing competence and the need for development of an effective, comprehensive assessment system that acknowledges the inadequacy of current test structures. The potential of using the case method for overcoming these difficulties is rooted in the premises drawn from cognitive science and anthropology. A case method assessment system is proposed, in which teachers respond to cases that reflect the complexity of teaching. The potential of three frameworks--intended instruction, problem situations, and dilemmas--are examined as possible vehicles for assessing the knowledge teachers employ to simplify their work and accomplish their intentions over time. Ways of judging teacher responses to these cases are also discussed. (CB)
Descriptors: Case Studies, Classroom Observation Techniques, Elementary Secondary Education, Evaluation Methods, Teacher Effectiveness, Teacher Evaluation, Teacher Response, Test Validity
National Center for Research on Teacher Education, 516 Erickson Hall, College of Education, Michigan State University, East Lansing, MI 48824-1034 ($3.00).
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Information Analyses
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Education, East Lansing, MI.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987).