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ERIC Number: ED463285
Record Type: RIE
Publication Date: 2002-Feb
Pages: 48
Abstractor: N/A
Teacher Work Sample Assessment: An Accountability Method That Moves beyond Teacher Testing to the Impact of Teacher Performance on Student Learning.
Denner, Peter R.; Salzman, Stephanie A.; Harris, Larry B.
This paper shows how a mid-sized teacher education institution proactively developed a performance assessment method, Teacher Work Samples (TWSs), addressing the school's efforts to use TWSs to obtain evidence of the impact of teacher performance on student learning. The paper examines challenges faced in developing and implementing TWS assessments and how the school uses TWSs to hold graduates accountable for program and state standards. It also presents evidence supporting the validity and reliability of using TWSs for high-stakes assessment and program accountability. Evidence comes from over 400 work samples collected during the 2000-02 academic year. Candidates completed two TWSs in conjunction with two internships taken during the teacher education program. Overall, TWS assessments met the elements of Crocker's (1997) content representativeness (frequency, importance or criticality, and realism). The TWS measured state standards targeted in the work sample. Ratings found using the analytic scoring rubric were sufficient for making judgments regarding candidates' TWS performance. TWS performance remained constant from students' first to second internship experiences. Determination of the quality of assessment evidence was problematic. The study found that evidence of the impacts of candidate performance on student learning must be embedded within the context of the quality of the assessment evidence. Teacher Work Sample Index of Student Learning Assessment (published by the College of Education, Idaho State University) is appended. (Contains 15 tables and 19 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (54th, New York, NY, February 23-26, 2002). Appended material is not available from ERIC.