ERIC Number: EJ994635
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 21
The Logic of Performance-Based Assessment; or, Does Value-Added Assessment Make Sense?
McAninch, Amy C.
Teacher Education and Practice, v25 n2 p184-195 Spr 2012
In this article, I examine the logic of holding teachers and teacher education programs accountable for their students' learning. Using a conceptual tool first proposed by Ryle (1949) called the "task-achievement distinction," I show that current assessment schemes, such as value-added assessment, credit or discredit teachers for achievements that rightly belong to the students; therefore, teachers cannot be held accountable for them. The task-achievement distinction can also be usefully applied to show what teachers can logically be held responsible for: their intention to teach successfully. Implications of this analysis are explored.
Descriptors: Logical Thinking, Accountability, Teacher Education Programs, Performance Based Assessment, Teacher Educators, Teacher Education, Academic Achievement, Scores, Teachers, Evaluation
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Publication Type: Journal Articles; Reports - Descriptive
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