Assessing the Classroom Performance of Beginning Teachers: Teachers' Judgments of Evaluation Criteria. The Praxis Series: Professional Assessments for Beginning Teachers.

Autor/inn/en	Wesley, Scott; und weitere
Institution	Educational Testing Service, Princeton, NJ.
Titel	Assessing the Classroom Performance of Beginning Teachers: Teachers' Judgments of Evaluation Criteria. The Praxis Series: Professional Assessments for Beginning Teachers.
Quelle	(1993), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teachers; Classroom Techniques; Competence; Criteria; Educational Assessment; Elementary School Teachers; Elementary Secondary Education; Evaluation Methods; Followup Studies; Licensing Examinations (Professions); Organization; Performance; Secondary School Teachers; Surveys; Teacher Evaluation; Test Construction; Praxis Series + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Klassenführung; Kompetenz; Education; assessment; Bewertungssystem; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Follow-up studies; Kontaktstudium; Organisation; Organisationsstruktur; Achievement; Leistung; Survey; Umfrage; Befragung; Teacher appraisal; Lehrerbeurteilung; Testaufbau
Abstract	The Educational Testing Service is engaged in developing tests for teacher licensure, The Praxis Series: Professional Assessments for Beginning Teachers (TM). A central component of Praxis III: Classroom Performance Assessments is a set of proposed criteria that have been developed to assess the classroom performance of beginning teachers. The criteria are organized into four domains: (1) organizing content knowledge for student learning; (2) creating an environment for student learning; (3) teaching for student learning; and (4) teacher professionalism. This study, a follow-up to one by D. E. Powers in 1992, surveyed 678 teachers from all grade levels to obtain their perceptions of the importance of these criteria. The results support the previous findings that the aspects of teaching embodied in the criteria are important for the competent performance of beginning teachers. These two studies substantiate the relevance of the criteria for assessing beginning teacher performance. Nine tables present study findings. (Contains 19 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC