ERIC Number: ED366587
Record Type: Non-Journal
Publication Date: 1994-Feb
Reference Count: N/A
A Longitudinal Evaluation Model for Teacher Education Programs.
Siegel, Donna F.; Hanson, Ralph A.
This presentation outlines, in operational terms, the components and products of a longitudinal evaluation model for teacher education programs, and discusses an approach to program evaluation that embodies activities within three taxonomical phases referred to as formative, summative, and confirmative evaluation. When applied to competency-based certification, a longitudinal evaluation model for a teacher education program is created that can link procedures and costs to actual effects and competencies. The paper describes this approach, the products produced, and the criteria for completion for each of the three evaluation phases. Tasks outlined set the agenda for a complete teacher education program evaluation system that would track policies and students in each specialty area program during its operational life. In this way, firm estimates of a program's long-term effects, benefits, and costs can be derived. Appendices provide criteria for completion of a formative, summative, and confirmative evaluation; examples of professional teaching competencies and indicators of each competency; information for possible consideration in a longitudinal student data base; and examples of items to include in the entrance, exit, and follow-up assessment instruments. (Contains 27 references.) (LL)
Descriptors: Elementary Secondary Education, Evaluation Criteria, Evaluation Methods, Evaluation Research, Followup Studies, Formative Evaluation, Higher Education, Longitudinal Studies, Models, Operations Research, Program Costs, Program Evaluation, Summative Evaluation, Teacher Competencies, Teacher Competency Testing, Teacher Education Programs
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A