ERIC Number: ED367634
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
Teacher Candidate Performance-Based Assessment.
Douglas, Lin D.; Fennerty, Daniel C.
A portfolio assessment process was implemented in the Special Education Division of Central Washington University's teacher education program. The portfolio assessment was designed as an "end of major" assessment with three goals: provide a continuous assessment of the program of studies, determine the quality of program graduates, and serve as a resource for school district personnel in recruitment and hiring. It is believed that effective assessment should include procedures which reflect the student's ability to demonstrate the critical teaching skills of assessment and program development, implementation, and evaluation. Students are introduced to the portfolio assessment process at an orientation meeting, and they meet with their academic advisors at least once each quarter to review the portfolio and receive help with difficulties. A checklist is provided to structure the communication process between the student and advisor concerning portfolio development. Minimum requirements for the portfolio include: research on the student's practicum population and eligibility criteria of all special education students; a comprehensive case study on one student; behavioral studies; an assessment process; an instructional plan; materials modification plan; individualized education program; transition plan; and parent-community involvement plan. Portfolio assessment recommendations are offered based on this university's experience. (Contains approximately 50 references.) (JDD)
Descriptors: Academic Advising, Check Lists, Competency Based Teacher Education, Education Majors, Elementary Secondary Education, Evaluation Methods, Higher Education, Performance Based Assessment, Portfolios (Background Materials), Preservice Teacher Education, Program Development, Special Education, Special Education Teachers, Student Evaluation, Teacher Competencies
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A