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This book introduces the reader to a collection of research-based works by authors that examine assessment and the application of professional judgment guided by assessment for learning in contrast to the more normalizing assessment of learning that currently pervades the nature of assessment in teacher preparation.
List of contents
Table of Contents
Preface
Acknowledgments
Chapter 1. Assessment in Teacher Education: Refocusing on Assessment for Learning
Patrick M. Jenlink
Chapter 2. Assessing Pedagogical Judgement: Developing Teachers that See All Students as Capable, Creative, and Curious
Sonia Janis, Kaitlin M. Wegrzyn, Chantelle M. Grace, and Chris Batson
Chapter 3. Assessing the Assessment: Fairness of the Teacher Work Sample
Christina Yuknis
Chapter 4. Teacher Perceptions Regarding Implementation of the Common Core Standards and Impacts on Assessment
John S. Burgin, Gail D. Hughes, and Nancy J. Hamilton
Chapter 5. The Assessment and Self-Assessment of Field-Based Teacher Candidates
Lynn Nations Johnson, Kelsey Woodard, Kathy Mitchell, and Carol Crumbaugh
Chapter 6. Consistency in Student Teacher Evaluations: A Comparison of Cooperating Teachers and Supervisors
Irene Frank and Mei Chang
Chapter 7. University Faculty and Students' Conceptions of Assessment
Melanie DiLoreto
Chapter 8. Who Is More Ready? An Analysis of Predictors of edTPA(TM) Score
Sarah J. Kaka
Chapter 9. Writing as Representation(s) of Practice: Literacy Practices, Genre, and the edTPA(TM)
Lindsay Stoetzel
Chapter 10. Epilogue: The Future of Assessment in Teacher Preparation: The Assessment Capable Teacher
Patrick M. Jenlink
About the Editor and Contributors
About the author
Patrick M. Jenlink is Regents Professor in the Department of Secondary Education and Educational Leadership, James I. Perkins College of Education, Stephen F. Austin State University.
Summary
This book introduces the reader to a collection of research-based works by authors that examine assessment and the application of professional judgment guided by assessment for learning in contrast to the more normalizing assessment of learning that currently pervades the nature of assessment in teacher preparation.
Additional text
This book is an important read for teacher educators, Pk-12 school leaders, and policymakers interested in examining the critical role of assessment, its impact on teaching and learning, and its connection to access and equity. This collection can inform future models and practices, and underscores the need for deconstructing the complexities of the work of teachers.
