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ERIC Number: EJ1018815
Record Type: Journal
Publication Date: 2013-Jul-1
Pages: 31
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1068-2341
Assessing Pre-Service Teachers Prior to Certification: Perspectives on the Performance Assessment for California Teachers (PACT)
Okhremtchouk, Irina S.; Newell, Patrick A.; Rosa, Rebecca
Education Policy Analysis Archives, v21 n56 Jul 2013
This study focuses on pre-service teachers' perspectives regarding how the process of completing the Performance Assessment for California Teachers (PACT) affected them academically, professionally, and personally. Two cohorts participated in this year-two study. Pre-service teachers' perspectives were acquired using a survey instrument comprised of open-ended questions. In addition, pre-service teachers' self-confidence levels pertaining to assessment task components of PACT (i.e., planning, instruction, assessment, reflection, and academic language) were measured prior to the execution of PACT portfolio assessment and these levels were compared to the actual scores on PACT. This study concludes with implications for teacher educators and teacher education programs implementing pre-service teacher assessments; these implications include policy level suggestions as well as a discussion of intended and unintended consequences of the PACT assessment on the pre-service teachers.
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001