Use of Assessments to Inform Teacher Education Policy and Practice | The Complexity of Addressing Multiple Purposes Through the Use of One Assessment System

Ruchi Bhatnagar

ISBN 10: 3639102401 / ISBN 13: 9783639102406

Published by VDM Verlag Dr. Müller, 2008

About this Item

Use of Assessments to Inform Teacher Education Policy and Practice | The Complexity of Addressing Multiple Purposes Through the Use of One Assessment System | Ruchi Bhatnagar | Taschenbuch | Englisch | VDM Verlag Dr. Müller | EAN 9783639102406 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.

Seller Inventory # 101682739

Bibliographic Details

• Title: Use of Assessments to Inform Teacher Education Policy and Practice | The Complexity of Addressing Multiple Purposes Through the Use of One Assessment System
• Publisher: VDM Verlag Dr. Müller
• Publication Date: 2008
• Language: English
• ISBN 10: 3639102401
• ISBN 13: 9783639102406
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 12D millimeters 220 millimeters width by 150 millimeters height by 12 millimeters depth
• Weight: 324 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

Policy emphasis on use of standards for assessments in K-12 education has also affected teacher education. Teacher educators are being asked to use standards for assessment and produce concrete evidence for the skills and knowledge their candidates possess prior to certification. This study examined the assessment data produced in one teacher education program with an aim to identify the purposes these assessments fulfilled for the program, and whether these assessments produced the evidence desired by policy makers. My findings concur with other studies which claim that the lack of research on use of standards in teacher education and inexperience of the field leads to inefficient systems of assessments. This study also highlights the potential that use of standards holds for teacher education programs such as: creating linkages between theory and practice, creating coherence within the programs, serving as tools for self-reflection for the student teachers, and facilitating the process of learning to teach.

About the Author

Ruchi Bhatnagar(PhD) is a teacher educator and her academic research includes pre-service teacher education, teacher education policy, education policy research in K-12 education and policy evaluation. She has successfully conducted and excelled in various research projects in the United States and abroad.