ERIC Number: ED387498
Record Type: Non-Journal
Publication Date: 1995-Apr
Reference Count: N/A
Assessing the Effectiveness of the Beginning Teacher from a Constructivist Perspective.
Reisetter, Marcya F.; Fager, Jennifer J.
A goals-based assessment program consistent with constructivist principles that is used to evaluate the effectiveness of the beginning teacher is described, and a prototype is presented that can be used in related settings. The constructivist view of learning sees the learner as actively involved in the construction of his or her own representations of knowledge. Such an approach implies a comprehensive view of assessment as a developmental process and the basis for instructional decision making. The teacher preparation program at South Dakota State University includes coursework organized in three professional semesters that include integrated coursework and practical experiences in local schools. Five instruments, including a portfolio assessment, were designed to assess multiple dimensions of student performance using constructivist approaches. Emphasis is placed on the achievement of significant outcomes, identified as program goals, by using a holistic, coherent, and multifaceted approach to the assessment of effective teaching through the five developed instruments. (Contains 23 references.) (SLD)
Descriptors: Beginning Teachers, Constructivism (Learning), Educational Assessment, Elementary Secondary Education, Evaluation Methods, Higher Education, Models, Outcomes of Education, Portfolios (Background Materials), Student Evaluation, Teacher Education, Teacher Effectiveness, Teacher Evaluation
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A