Document Type

Article

Publication Date

5-2014

Journal Title

Journal of Curriculum and Instruction

Volume

8

Issue

1

First Page

31

Last Page

47

Abstract

A process implemented in a large teacher preparation program simultaneously addressed demands related to improving pre-service teacher assessment practices and program accountability. The process, called Assessment Presentations, led to (a) more systematic incorporation of assessment instruction into the program's curriculum, and (b) the refinement of a program accountability measure. As part of the Assessment Presentations, pre-service teachers gave oral presentations during which they demonstrated assessment practices and offered evidence for program accountability by including data related to P-12 student learning. The Assessment Presentations also provided program-specific data that led to individual program revisions and a stronger overall teacher education program. Discussion of the procedures, scoring criteria, results, and outcomes of the Assessment Presentations provides information that may be beneficial to other teacher education programs.

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