Capturing Teachers' Knowledge: Performance Assessment a) and Post-Structuralist Epistemology, b) From a Post-Structuralist Perspective, c) and Post-Structuralism, d) None of the Above.

Delandshere, Ginette; Petrosky, Anthony R.

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Peer reviewed

ERIC Number: EJ490372

Record Type: Journal

Publication Date: 1994

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0013-189X

EISSN: N/A

Capturing Teachers' Knowledge: Performance Assessment a) and Post-Structuralist Epistemology, b) From a Post-Structuralist Perspective, c) and Post-Structuralism, d) None of the Above.

Delandshere, Ginette; Petrosky, Anthony R.

Educational Researcher, v23 n5 p11-18 Jun-Jul 1994

Discusses the role and consistency of judges' interpretations of teacher performance as part of an evaluative scheme for complex performance, with reference to the ideological framework of professional standards. The tension between assessment decisions and the recognition that assessment involves interpretation is explored. (SLD)

Descriptors: Decision Making, Educational Assessment, Epistemology, Evaluators, Interrater Reliability, Judges, Knowledge Level, Performance Based Assessment, Standards, Teacher Certification, Teacher Evaluation, Teachers, Test Use

Publication Type: Opinion Papers; Reports - Evaluative; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A