How Teachers and University Faculty Perceive the Need for and Importance of Professional Development in Performance-based Assessment.

Johnson, Sylvia T.; Thompson, Sheila D.; Wallace, Michael B.; Hughes, Gerunda B.; Butty, Jo-Anne L. Manswell

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Peer reviewed

ERIC Number: EJ594336

Record Type: CIJE

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-2984

EISSN: N/A

How Teachers and University Faculty Perceive the Need for and Importance of Professional Development in Performance-based Assessment.

Johnson, Sylvia T.; Thompson, Sheila D.; Wallace, Michael B.; Hughes, Gerunda B.; Butty, Jo-Anne L. Manswell

Journal of Negro Education, v67 n3 p197-210 Sum 1998

Surveyed 19 middle school mathematics teachers and 18 school-of-education faculty members about the extent to which performance-based learning and assessment experiences were viewed as important and needed. Discusses implications of differences between the two groups for planning professional-development workshops. (SLD)

Descriptors: Cultural Awareness, Faculty Development, Higher Education, Mathematics Teachers, Middle School Teachers, Middle Schools, Performance Based Assessment, Surveys, Teacher Attitudes, Teacher Education, Teacher Educators, Test Construction, Workshops

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Note: Theme issue titled "Assessment in the Context of Culture and Pedagogy." Research supported by the Office of Educational Research and Improvement.