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1.
States are increasingly requiring that public school teachers pass one or more tests as a condition for permanent employment. As a result of a recent federal court decision, these tests must now satisfy the same legal standards as other employment tests. Moreover, some of the measures used to assess teacher competence no longer rely on multiple-choice items. They now utilize various types of open-ended performance assessments. This article discusses how these developments may affect the adverse impact, reliability, validity, and pass-fail standards of teacher certification tests. The article concludes by recommending that such tests combine multiple-choice questions with open-end tasks that focus on the common or critical situations that are likely to arise across the full range of practice setting for which the teacher is being certified or licensed.  相似文献   

2.
《Educational Assessment》2013,18(1):99-110
The purpose of this article is to describe some of the measurement issues encountered in the equating of performance assessments designed for use in making teacher certification decisions. As some teacher certification programs move from sole reliance on multiple-choice items to inclusion of complex performance tasks, difficult measurement issues related to equating may arise. A variety of analytic and judgmental strategies are described in this article that may provide solutions for addressing these equating issues. Analytic strategies are based on examinee data and involve the modification of existing equating procedures, such as linear and equipercentile methods, that have been used successfully in the past with test forms composed of multiple-choice items. Judgmental strategies for equating involve the use of expert judgments to determine the equivalence of scores obtained from alternate forms of an assessment instrument.  相似文献   

3.
This article tests the assumption that state-mandated multiple-choice history exams are a cultural tool for disseminating an ‘official’ collective memory. Findings from a qualitative study of a collection of multiple-choice questions that relate to the history of the Soviet Union are presented. The 263 questions all come from New York State Regents exams that were administered between 1980–2010. Test questions were organized by decade, analysed for content, and then synthesized into historical narratives. These narratives were then analysed to see the extent to which they changed as the Soviet Union decayed, collapsed, and then broke up into new nation states. Particular attention was paid to the period that begins with the Cold War and ends with the present situation in post-Soviet Russia. The analysis shows that, despite great upheavals in the history of the Soviet Union, and changes in New York State standards and testing policies, the narrative that exists on these exam questions largely remains the same. This suggests that official narratives are slow to change. Further research should look at the extent to which test-taker knowledge and acceptance of official narratives affect performance on multiple-choice history items.  相似文献   

4.
This article presents findings from a documentary analysis of 300 disciplinary orders against teachers from the General Teaching Council (GTC) for England. While the extant literature concerning teacher misbehaviour focuses primarily on pedagogical practice, this article draws on the wider organisational misbehaviour paradigm and views teachers as professional employees rather than just classroom practitioners. As such, teachers are embedded within the complexity of organisational systems, procedures and interrelationships as well as being regulated by professional standards. The analysis found that teachers were disciplined for misbehaviours both internal to the employing school and also activities, primarily criminal, that were external to their employment. The article argues that the professional regulation of teaching, being accountable inside and outside of work and the emotional labour of teaching should define teacher misbehaviour as separate from generic organisational misbehaviour frameworks. Furthermore, it argues that, while the GTC viewed teacher misbehaviour as a product of the individual, organisational contexts are also important antecedents of activities that are considered deviant.  相似文献   

5.
This article reports on a study of teacher and principal attitudes to newly mandated teacher standards in Australia. The qualitative study of 36 teachers and principals was conducted over 12 months as the new educators in five schools completed a mandatory teacher probation process framed by the teacher standards. The study found positive attitudes to teacher standards from both teachers and principals. Contextual reasons, including teacher ownership over the standards and their implementation, are discussed as possible reasons for the positive manner in which the participants in the study received these new standards for teachers.  相似文献   

6.
Many education policies require estimating whether students in different grades are on track for achieving certain educational standards. One approach for constructing these cut scores is to estimate the values on tests that predict reaching targets on subsequent tests. Whether a student is deemed on target can affect the student’s course counselling and aggregate statistics can affect school closures and funding and teacher employment. Seven different regression procedures for estimating cut scores are compared with 15 different data scenarios. In some situations, all the methods provided fairly accurate estimates, but in other situations, some estimates were poor. The choice of which regression procedure to use can make a difference. Overall, a method based on a loess regression performed well.  相似文献   

7.
Talks of education transformation to improve the quality and outcomes of education in Malaysia culminated in the articulation of standards for teachers. The all new Malaysian Teacher Standards (MTS) launched in 2009 is to establish ??high competency?? standards for the teaching profession and to increase the status of teachers in Malaysia. This article briefly describes the standards that concern teachers and teacher educators alike. It is proposed that there are three challenges to the standards system that teacher educators may face. First, on transforming ingrained beliefs, values and biased perceptions of teaching that student teachers bring to the teaching institution. The second centers on the rhetoric-reality gap of the MTS itself, while the third challenge involves the actual training of teachers. Given these three challenges, this article also outlines several avenues for teacher educators to consider as they set out to better understand and re-design teacher education programs in this standards-based era of educational transformation. The discussion of the challenges and the proposed resources to meet the challenges are by no means exhaustive or acts as a conclusion but rather to create awareness for further discussion and analysis of the implications proposed in this article.  相似文献   

8.
The success of standards-based education systems depends on 2 elements: strong standards, and assessments that measure what the standards expect. States that have or adopt test-based accountability programs claim that their tests are aligned to their standards. But there has been up to now no independent methodology for checking alignment. This article describes and illustrates such a methodology and reports results on a sample of state tests. In general, although individual items align quite well with some standard, the tests as a whole are not well aligned. With few exceptions, the collections of items that make up the tests that we examined do not do a good job of assessing the full range of standards and objectives that states have laid out for their students. This misalignment can have serious consequences for instruction and for the validity of test results.  相似文献   

9.
Paper–pencil teacher tests of professional knowledge typically are organized around the conventional dimensions that define state teaching standards, such as classroom management and assessment. We examined if such tests could be partitioned into three other dimensions (general knowledge, academic or textbook knowledge, and functional teaching knowledge), and if these dimensions (1) identified between those who did and did not receive teacher preparation, and (2) predicted teaching competence. A teacher test was given to advanced and beginning education majors, and non-majors. We found that advanced education majors and non-majors differed mostly on academic knowledge, but that functional knowledge predicted competence to the greatest extent. A variety of useful information can be gleaned from teacher tests if subscores of these dimensions are generated.  相似文献   

10.
Across the USA as well as worldwide, numerous universities offer teacher preparation programmes and award such degrees. However, there are no consistent valid or reliable indicators for determining the coherence and quality of these programmes. An effective way of starting to evaluate these programmes is by looking at their standards and their documents. The combination of both could be considered the basis on which all major decisions about the programme are based. Using the example of a Midwestern university in the USA, the purpose of this paper is to demonstrate a method of examining the coherence between the various sets of standards that university programmes have to adhere to (e.g. whether the teacher education standards of the university correspond to the standards for the state that the university is in, as well as to the programme documents). This article ends with some suggestions that could lead to a higher level of coherence within such programmes.  相似文献   

11.
English literacy competence in the Central Pacific Republic of Kiribati is considered important for employment, overseas study and general engagement with a globalizing world. It is also considered as a key factor in the current government's response to climate change and sea level rise, enabling skilled relocation of I-Kiribati to other countries if necessary. This article synthesizes a range of literature sources based on Kiribati literacy education to highlight: a general perception that English literacy standards are in decline; the role of the teacher in addressing that decline; pedagogical approaches to teaching literacy, particularly the historic swing from a highly structured and socially conservative teacher-centred approach to that of a very liberal student-centred approach; and the reliance on Australian and NZ educational aid and consultancy in literacy education. These issues require further debate and investigation in light of unique development problems in Kiribati marked by: rural to urban drift; an increasingly youthful population; limited employment possibilities, and eventual possible large-scale repatriation due to sea level rise. The article tentatively suggests an approach to literacy education based on a four resources model that balances teacher and learner-centredness with socio-cultural and political aspects of literacy.  相似文献   

12.
Unprecedented levels of global mobility mean that culturally homogenous classrooms are now increasingly rare. This brings with it challenges for teachers and raises issues about what constitutes quality teaching and teachers. Professional standards are commonly seen as a key policy instrument through which teacher quality can be enhanced. This article presents an analysis of teacher professional standards from five of the most culturally diverse nations in the English-speaking world. Using critical discourse analysis, we examine how culturally and linguistically diverse learners and culturally responsive pedagogy are positioned, and what the standards stipulate teachers should know, and be able to do, in fulfilling their professional obligations. We conclude by raising concerns about how the official representations of teaching in particular national contexts fail to position culturally diverse learners and culturally responsive teaching as a priority.  相似文献   

13.
While externally moderated standards-based assessment has been practised in Queensland senior schooling for more than three decades, there has been no such practice in the middle years. With the introduction of standards at state and national levels in these years, teacher judgement as developed in moderation practices is now vital. This paper argues, that in this context of assessment reform, standards intended to inform teacher judgement and to build assessment capacity are necessary but not sufficient for maintaining teacher and public confidence in schooling. Teacher judgement is intrinsic to moderation, and to professional practice, and can no longer remain private. Moderation too is intrinsic to efforts by the profession to realise judgements that are defensible, dependable and open to scrutiny. Moderation can no longer be considered an optional extra and requires system-level support especially if, as intended, the standards are linked to system-wide efforts to improve student learning. In presenting this argument we draw on an Australian Research Council funded study with key industry partners (the Queensland Studies Authority and the National Council for Curriculum and Assessment of the Republic of Ireland). The data analysed included teacher interview data and additional teacher talk during moderation sessions. These were undertaken during the initial phase of policy development. The analysis identified those issues that emerge in moderation meetings that are designed to reach consistent, reliable judgements. Of interest are the different ways in which teachers talked through and interacted with one another to reach agreement about the quality of student work in the application of standards. There is evidence of differences in the way that teachers made compensations and trade-offs in their award of grades, dependent on the subject domain in which they teach. This article concludes with some empirically derived insights into moderation practices aspolicy andsocial events.  相似文献   

14.
This article explores the impact of key teacher education policies created between 2000 and 2010 on further education teacher educators. Data was collected from a group of experienced teacher educators in the Midlands through a series of semi-structured interviews. This article argues that the reforms were driven by too great a concern for political ideology and established overly restrictive control mechanisms to ensure compliance. Although the need for standardisation was acknowledged, the use of competency-based standards was seen as detrimental to meaningful teacher education pedagogy. It was perceived that the policies were being implemented in a managerial manner that strove for compliance. However, where compliance was at odds with their own personal and democratic professional stance, the teacher educators used a range of strategies to subvert or avoid implementing policy in order to try to stay true to their philosophical values. Nevertheless, positive aspects did emanate from the teacher education reforms, which included a drive for professional status and a recognised level 5 qualification. These positive features now appear to have been abandoned following the Lingfield Report and a different ideological thrust to deregulate the sector.  相似文献   

15.
This article connects with an international debate around the place of professional standards in educational policy targeted at enhancing teacher quality, with associated implications for continuing teacher education. Scotland provides a fertile context for discussion, having developed sets of professional standards in response to a recent national review of career-long teacher education. That review called for a reprofessionalisation of the teaching profession and the revision of the standards was an element of this process. Scotland is utilised as a lens through which one country’s response to international trends is viewed, with a focus on ‘teacher leadership’ and ‘practitioner enquiry’ as policy endorsed sets of practices. The analysis demonstrates the complex and contested nature of these terms and the tensions posed between the need to meet professional standards as part of teacher education and aspirational dimensions of the current policy project of reprofessionalisation. The article concludes by considering the implications for continuing teacher education.  相似文献   

16.
我国计算机应用与软件专业教师教育课程标准到目前尚未形成统一的、规范的指导性文件.该文力图在问卷调查基础上对计算机应用与软件专业教师教育课程标准进行研究,对其内容进行设置,以期给新课标的建构者和实践者以启迪.  相似文献   

17.
《教育实用测度》2013,26(3):233-241
Tests of educational achievement typically present items in the multiple-choice format. Some achievement test items may be so "saturated with aptitude" (Willingham, 1980) as to be insensitive to skills acquired through education. Multiple-choice tests are ill-suited for assessing productive thinking and problem-solving skills, skills that often constitute important objectives of education. Viewed as incentives for learning, multiple-choice tests may impede student progress toward these objectives. There is need for accelerated research to develop alternatives to multiple-choice achievement tests, with content selected to match the specified educational objectives.  相似文献   

18.
International concern to raise educational standards and improve teacher quality has directed attention to the need to sustain career-long professional learning. Teacher induction and early professional learning (during years 2–6) have been associated with patterns of attrition and improved pupil outcomes. As the economic crisis impacts on public sector employment, the rhetoric of professionalism stands in contrast to the employment experiences of many recently qualified teachers. This article draws on interviews with 20 early career teachers in Scotland who achieved full registration from 2006. Work histories drawn from this small-scale study challenge the implicit assumptions of staged models of teacher development and draw attention to the increasing fragmentation and casualisation of experience in the teacher labour market.  相似文献   

19.
蔡永红  毕妍 《教育研究》2012,(4):145-148
美国教师聘任管理权力架构清楚、权责分明,立法管理教师聘任环节程序规范、决策审慎,"集权式"和"市场式"相结合的教师资格标准保障新进教师的质量,聘任的双重合同有效保障了教师的合法权益,教师职级制度体现了专业能力与岗位、薪酬的对应,这些举措有利于促进教师的专业发展。借鉴美国经验,我国教师管理改革应明确各级政府、学校和教师在聘任管理中的权利、责任与义务,改革并完善相关法律规定,建立按照学校和学科分类、非终身、开放式的职业资格认定制度,建立基于标准的晋升考试与考核评价制度,建立教师退出机制。  相似文献   

20.
《教育实用测度》2013,26(1):99-107
Teacher testing has become well established as a tool of educational policy. Nearly all of the states now require passage of tests for teacher licensure, and tests also figure prominently in strategies to reform the teaching profession. Several models have been developed for assessing the teaching function, including objective paper-and-pencil tests and structured classroom observations. Both are used for state licensure, although evidence of their criterion-related validity is virtually nonexistent. New forms of performance assessments are now being developed, which should reflect the knowledge and skills of teaching more faithfully than any existing instruments. It is hoped that these tests will not only provide fairer and more accurate measurements of teaching ability, but will also stimulate changes in teacher preparation programs, and ultimately, improve classroom practice.  相似文献   

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