ERIC Number: ED378560
Record Type: Non-Journal
Publication Date: 1994-Dec-1
Individual Goal-Setting: Preservice Teachers Developing the Agenda.
To prepare preservice teachers to implement performance-based assessment in their eventual classrooms and to give them experience in developing their own academic portfolios, some teacher educators are moving toward the portfolio method for assessing their preservice teachers in methods courses. A study evaluated the nature of preservice teachers' goal-setting and self-assessment within the portfolio process through questionnaire data collected from 36 preservice teachers at three different points during a one-semester reading methods course. Within their portfolios students were to demonstrate competence in the following areas: (1) understanding of the history of elementary and secondary literacy instruction; (2) understanding of the theories and principles that support literacy instruction; (3) knowledge of the interrelationship between assessment and instruction; (4) ability to assess, plan, and reflect upon the instruction; and (5) knowledge of interesting and appealing trade books. Questionnaires collected early in the semester showed that students' thoughts about literacy goals varied greatly; 13% indicated that they had not thought about goals at all. By the middle of the semester, results showed that nearly all students had clarified and narrowed their goals. And results at the end of the semester showed that all but two were giving positive accounts of their experiences. Some students (33%) indicated that they did not have enough time to accomplish the goals they desired. Preservice teachers need to be required to think about ways to improve and expand their own literacy; further, a formalized goal-setting process appears to be important. (TB)
Publication Type: Speeches/Meeting Papers; Reports - Research; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A