ERIC Number: ED492870
Record Type: Non-Journal
Publication Date: 2006-Jul
Reference Count: 23
Beyond Summative Evaluation: The Instructional Quality Assessment as a Professional Development Tool. CSE Technical Report 691
Crosson, Amy C.; Boston, Melissa; Levison, Allison; Matsumura, Lindsay Clare; Matsumura, Lindsay Clare; Resnick, Lauren B.; Wolf, Mikyung Kim; Junker, Brian W.
National Center for Research on Evaluation, Standards, and Student Testing (CRESST), Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, Apr 2004)
In order to improve students' opportunities to learn, educators need tools that can assist them to reflect on and analyze their own and others' teaching practice. Many available observation tools and protocols for studying student work are inadequate because they do not directly engage educators in core issues about rigorous content and pedagogy. In this conceptual paper, we argue that the Instructional Quality Assessment (IQA)--a formal toolkit for rating instructional quality that is based primarily on classroom observations and student assignments--has strong potential to support professional development within schools at multiple levels. We argue that the IQA could be useful to "teachers" for analyzing their own and their colleagues' practice; additionally, the IQA could aid the efforts of "principals" in their work as instructional leaders, identifying effective practitioners to help lead professional development within a school and targeting professional development needs that would require external support. Although the IQA was designed for summative, external evaluation, we argue that the steps taken to improve the reliability of the instrument--particularly the efforts to make the rubric descriptors for gradations of instructional quality as transparent as possible--also serve to make the tool a resource for professional growth among educators. The following are appended: (1) Abridged Version of the Principles of Learning; (2) Relationship between Checklist Ratings and Rubric Scores; and (3) Accountable Talk Function Checklist. (Contains 3 notes, 1 table, and 1 figure.)
Descriptors: Teaching Methods, Summative Evaluation, Professional Development, Instructional Effectiveness, Instructional Improvement, Reading Instruction, Reading Comprehension, Teacher Improvement, Principals, Instructional Leadership, Formative Evaluation, Educational Assessment, Scoring Rubrics, Self Evaluation (Individuals), Classroom Observation Techniques, Test Use, Check Lists
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org.
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: Elementary Secondary Education
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.