Responding to the Challenges Posed by Summative Teacher Candidate Evaluation: A collaborative self-study of practicum supervision by faculty

Parker, Darlene Ciuffetelli; Volante, Louis

doi:10.1080/17425960902830385

Cited by 21 publications

(10 citation statements)

References 11 publications

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“…Their preferences for assessment show that they regard the observation lesson as both a test and a means for reflection and professional development" (Leshem & Bar-Hama, 2008, p. 264). In the Canadian context, teacher candidates reported a wish for an authentic evaluation of their teaching practice in response to some factors that made the process appear inauthentic, including unusual preparation time and one-time viewing of a lesson (Parker & Volante, 2009).…”

Section: Research Backgroundmentioning

confidence: 99%

Assessing the Performance in EFL Teaching Practicum: Student Teachers’ Views

Merç

2015

IJHE

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This study aims to find out whether or not pre-service EFL teachers are satisfied with the way their performance in teaching practice is measured. A questionnaire was developed to elicit student teachers' views related to the components of the measurement policies employed in the two practicum courses at Anadolu University English Language Teacher Training program. 117 student teachers answered the questionnaire. 12 of them were interviewed to support the quantitative findings. The results of the analyses showed that majority of the students were satisfied with their grades in teaching practicum. Furthermore, student teachers found certain criterion measures as effective means for assessing their performance such as planning-preparation, general organization, and assessment by university supervisors while assessment by cooperating teachers, writing observation and reflection reports, and assessment by peer teachers were found to be the least effective ones. The findings are discussed considering the current measurement policies and certain other practices about teaching practicum component of teacher education programs. Some suggestions for university supervisors, cooperating teachers, student teachers, and all other parties related to teaching practicum are also provided.

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Section: Research Backgroundmentioning

confidence: 99%

Assessing the Performance in EFL Teaching Practicum: Student Teachers’ Views

Merç

2015

IJHE

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“…Formative assessment has been defined as assessment for learning, typically enacted during the learning situation, while summative assessment is defined as assessment of learning, typically at the end of an experience (McLachlan, Fleer & Edwards, 2013;Watson & Robbins, 2008), although such categorisations may be somewhat simplistic. Summative assessment is typically aligned with the grading processes of the institution, and has implications for the students' progress through or completion of a course of study (Ciuffetelli-Parker & Volante, 2009;Maclellan, 2004). Formative assessment attends to the current demonstrated practice of the student, for the purposes of giving feedback that will support reflection, and professional learning, growth and transformation.…”

Section: The Assessment Of Practicummentioning

confidence: 99%

The Complexity of Practicum Assessment in Teacher Education: An Examination of Four New Zealand Case Studies.

Aspden¹

2017

AJTE

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“…Brandenburg, 2008;Ciuffetelli Parker & Volante, 2009;Dourneen & Matthewman, 2009). For example, Brandenburg (2008) examined weekly 'Round Table Reflection' sessions as a means of enhancing student teachers' reflective learning in her mathematics methods classes.…”

Section: Self-study Focuses On One's Own Practicementioning

confidence: 98%

The state of the art in Self-Study of Teacher Education Practices: a systematic literature review

Vanassche

Kelchtermans

2015

Journal of Curriculum Studies

222

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This article reports on a systematic review of the Self-Study of Teacher Education Practices research literature published between 1990 and 2012. Self-study research refers to teacher educators researching their practice with the purpose of improving it, making explicit and validating their professional expertise and, at the same time, contributing to the knowledge base of teacher education. Reflecting our analysis, we defined self-study as a research approach in the field of teacher education which can be typified by the following characteristics: self-study research focuses on one's own practice; for this reason, it privileges the use of qualitative research methods; collaborative interactions play a central role in the research process; and its validation is based on trustworthiness. Furthermore, we identified two tensions inherent in the self-study work, on which researchers always and continuously need to position themselves for self-study inquiries to achieve its purposes: the tension between relevance and rigour on the one hand, and that of effectiveness and understanding on the other hand.

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Responding to the Challenges Posed by Summative Teacher Candidate Evaluation: A collaborative self-study of practicum supervision by faculty

Cited by 21 publications

References 11 publications

Assessing the Performance in EFL Teaching Practicum: Student Teachers’ Views

Assessing the Performance in EFL Teaching Practicum: Student Teachers’ Views

The Complexity of Practicum Assessment in Teacher Education: An Examination of Four New Zealand Case Studies.

The state of the art in Self-Study of Teacher Education Practices: a systematic literature review

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