Literaturnachweis - Detailanzeige
| Autor/inn/en | Darling-Hammond, Linda; Falk, Beverly |
|---|---|
| Institution | Center for American Progress |
| Titel | Teacher Learning through Assessment: How Student-Performance Assessments Can Support Teacher Learning |
| Quelle | (2013), (52 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Common Core State Standards; Teacher Competencies; Faculty Development; Student Evaluation; Academic Standards; Performance Based Assessment; Interviews; Foreign Countries; Scoring; Evaluation Methods; Teacher Participation; Teacher Collaboration; Scoring Rubrics; Communities of Practice |
| Abstract | As the internationally benchmarked Common Core State Standards, or CCSS, are adopted in states across the country, educators are seeking ways to support an increasingly diverse student population to meet these more demanding expectations. The likelihood that students will achieve the aims of the standards will be substantially shaped by how well teachers teach these challenging academic skills in ways that support a wide range of learners. Teachers' understanding of the standards and their grasp of how to teach them will also influence whether the new assessments provide useful insights, rather than harmful side effects, particularly for those students who have historically been least well served by their schools. This paper describes how teacher learning through involvement with student-performance assessments has been accomplished in the United States and around the world, particularly in countries that have been recognized for their high-performing educational systems. The authors discuss how teachers' engagement with performance assessments influences their understanding of the standards and their students' abilities. This discussion includes comments from teachers about their experiences with performance assessments as provided through interviews conducted for this report as well as in previously published research. Finally, the authors recommend how these kinds of performance-assessment opportunities can be planted and scaled up as states and districts implement CCSS and deepen their efforts to teach 21st-century skills. (ERIC). |
| Anmerkungen | Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site: http://www.americanprogress.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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