ERIC Number: ED413360
Record Type: Non-Journal
Publication Date: 1997-Jul
Reference Count: N/A
Evaluating Teacher Professional Development: Local Assessment Moderation and the Challenge of Multisite Evaluation.
The local assessment moderation process is described in terms of Science Education for Public Understanding Program (SEPUP) teachers' roles in the process of student evaluation and the subsequent use of that data for program evaluation. Teachers engaged in local assessment moderation function as a community of judgment, and this task engagement serves as a medium for teacher change. The principal challenge in evaluating the effect of local assessment moderation on teacher professional development was the multisite nature of the SEPUP "Issues, Evidence, and You" field test of a middle school science curriculum with embedded assessment. Teachers in SEPUP centers from Alaska to Washington, DC participated, so that interpretation of findings and presentation of results was complicated by differential organizational factors (leadership, institutional support, and teacher proximity and collaboration) and small sample size at the group level. Teachers from four Assessment Development Centers participated. The teacher change results were intriguing because they reflected a clear dissonance in teachers' minds about the rhetoric versus the reality of assessment reform. Teachers who used the assessment system were more likely to question its value in assessing learning, guiding instruction, and grading by the end of the year than those who were not required to use it. However, the latter group was more likely to use traditional assessment methods by the end of the year. In general the SEPUP Center most successful with local assessment moderation had higher means on measures of teacher change in assessment, collegial, and instructional practices than the less successful Centers. (Contains 4 figures, 3 tables, and 45 references.) (Author/SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.; National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: American Educational Research Association, Washington, DC.