ERIC Number: ED447071
Record Type: RIE
Publication Date: 2000
Holding Up a Mirror: Classroom Assessment Techniques in a Graduate Early Childhood Teacher Education Program.
This paper introduces the use of various classroom assessment techniques for evaluating teachers, suggesting how information gained from these assessments can improve college teaching practice. Classroom assessment can help instructors become more sensitive to individual students, create more awareness of where understanding is less clear, keep students more engaged and challenged, and model practices helpful to students' own teaching practice. Steps in this process include: developing questions one wants to ask about one's own teaching; selecting or developing classroom assessment techniques that best address those questions; administering the assessment tasks or strategies; interpreting the data; and using those data to plan the next teaching/learning experience. This paper discusses the importance of a course in authentic early childhood education observation and assessment techniques, which should involve modeling of appropriate classroom assessment and the process of utilizing information gained to best meet students' instructional needs. It describes how one college professor experimented with various classroom assessment techniques in order to develop and maintain a high quality learning experience in her classroom. She used classroom assessments to examine the extent to which graduate students met course objectives and to identify elements of the teaching/learning process that best meet students' instructional needs. (SM)
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A