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ERIC Number: ED463325
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 21
Abstractor: N/A
Reference Count: N/A
Examining the Soundness of Two Collaborative Assessment Practices in Teacher Education Courses.
Shindler, John V.
Most often, new teachers default to the pedagogical practices they themselves were exposed to as teacher candidates. If teacher education programs are to promote the value of collaboration, they must teach and model collaborative pedagogy within their programs. This study is a qualitative examination of the soundness of two forms of collaborative assessment within teacher education courses: collaborative or group examinations and a system of collaborative interactive roundtable presentations. The construct of soundness is defined within a four-dimensional framework consisting of validity, reliability, efficiency, and effect on the learner. Subjects (n=45, 46, and 248) were students in required methods courses. Data came from participant surveys, focus group interviews, and instructor observation of participants. Results of the study suggest that these collaborative assessment methods compare favorably on all four dimensions of soundness. Conventional wisdom would call into question the ability of these methods to achieve reliable measurements and differentiation of student performance and their efficiency, but participant surveys rated these methods more highly for each of these measures. Participants experienced a greater degree of critical thinking, motivation to prepare, enjoyment of the assessment process, and a better relationship with classmates. Three appendixes contain a definition of assessment soundness, advice on incorporating collaborative examinations into a course, and advice on incorporating a roundtable presentation. (Contains 16 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A