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ERIC Number: EJ1052571
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 31
Proficiency-Based Grading: Can We Practice What They Preach?
Kalnin, Julie Shalhope
AILACTE Journal, v11 n1 p19-36 Fall 2014
The practice of assessing and grading students on their ability to demonstrate proficiency related to a standard has grown significantly in K-12 settings over the past decade. This article invites teacher educators to consider how to respond to this trend by examining an approach for preparing teacher candidates to participate effectively in proficiency-based systems. The process of integrating a proficiency-based grading strand into one undergraduate assessment course for elementary teacher candidates is described to illustrate how an approach advocated in the K-12 environment may be adapted to a higher education setting. Reflections on both the challenges and the benefits of the adaptation suggest that approaching course design from a proficiency-based perspective, while perhaps most valuable in a course that builds candidates' assessment literacy, can also enhance teacher educators' efforts to design purposeful course experiences in other arenas.
Descriptors: Student Evaluation, Grading, Teacher Education Programs, Performance Based Assessment, Undergraduate Study, Elementary School Teachers, Preservice Teachers, Evaluation Methods, Summative Evaluation, Feedback (Response)
Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: email@example.com; Web site: http://www.ailacte.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Elementary Education
Authoring Institution: N/A