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ERIC Number: ED410274
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 11
Abstractor: N/A
Reference Count: N/A
Licensing Beginning Mathematics Teachers: A Performance-Based Assessment.
Weber, William B., Jr.
One of the major accomplishments of the New Teacher Assessment and Support Consortium (INTASC) sponsored by the Council of Chief State School Officers has been the development of a set of standards describing what beginning teachers should know, be like, and be able to do. These standards have been translated into content-specific standards for teaching mathematics. Ten states joined in the INTASC Performance Assessment Development Project (PADP) to develop a prototype performance-based assessment linked to the INTASC core principles for mathematics. The product of PADP was a portfolio-based teacher assessment that includes prepared lessons, samples of student work, videotaped teaching segments, reflective writings, and a preliminary professional development plan. A pilot test of this assessment was conducted in 1995 with approximately 80 beginning mathematics teachers from 10 states. A final field test used results from approximately 200 beginning mathematics teachers. The final Mathematics Teacher Assessment handbook, scoring framework, performance benchmarks, and training documentation have been refined through these studies, and are available for the participating states. An appendix presents quotes from the standards of the National Council of Teachers of Mathematics. (Contains two figures and six references.) (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A