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ERIC Number: EJ851541
Record Type: Journal
Publication Date: 2009
Pages: 24
Abstractor: ERIC
Reference Count: 24
ISSN: ISSN-1536-3031
Voices of Pre-Service Teachers: Perspectives on the Performance Assessment for California Teachers (PACT)
Okhremtchouk, Irina; Seiki, Sumer; Gilliland, Betsy; Ateh, Comfort; Wallace, Matt; Kato, Anna
Issues in Teacher Education, v18 n1 p39-62 Spr 2009
California's teacher preparation program enrollments have declined steadily in both Multiple and Single Subject programs since 2001. A Commission on Teacher Credentialing (CTC) report shows a decline of 48% among Multiple Subject and 18% among Single Subject enrollees in teacher preparation programs in the state between 2001 and 2007. Currently, the required performance assessments and long induction periods required by California Senate Bill 2042 make the acquisition of teacher certification in California more challenging than ever before. There are three performance assessment instruments in California approved by CTC at this time. The California Teacher Performance Assessment (CalTPA) and the Performance Assessment for California Teachers (PACT) have been approved for use across teacher education programs in the state. A third, the Fresno Assessment of Student Teachers (FAST), is specific to one California State University (CSU) campus. Since its development, PACT has been growing in popularity among California's teacher education institutions. Although many institutions have been piloting PACT for several years now, the assessment is still in the early stages of implementation at a number of other participating sites. As California moves into a new era of teacher performance assessments, it is important to examine the effects of these assessments on pre-service teachers in order to further understand and shape programs that prepare candidates for such evaluations. In this exploratory study, the authors examine how the PACT impacted pre-service teachers' academic and personal lives. This study was conducted in the 2006-2007 academic year at a University of California campus where the PACT assessment had been piloted for several years. Since performance assessments for pre-service teachers are still fairly new, this study could help inform considerations of ways to structure teacher education programs to prepare pre-service teachers for PACT. Moreover, this study adds an additional layer to previous instruments, such as part of the PACT Candidate Survey, through further exploration of the effects of PACT on pre-service teachers. In this article, the authors first review academic literature on the development and implementation of teacher performance assessments (TPAs) in California. The second part of the article describes the study itself and its findings. The article concludes with a discussion of cross-cutting themes that emerged from the data and suggestions for teacher education programs. (Contains 1 table, 8 figures and 2 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California