Advocates for Combining Alternative with Traditional Literacy Assessments and Evaluation/Grading Procedures: Practices Benefiting New Teachers.

Autor/inn/en	Rogers, Sue F.; Riedel, Pamela B.
Titel	Advocates for Combining Alternative with Traditional Literacy Assessments and Evaluation/Grading Procedures: Practices Benefiting New Teachers.
Quelle	(1999), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Alternative Assessment; Beginning Teachers; Elementary Education; Evaluation Methods; Higher Education; Longitudinal Studies; Preservice Teacher Education; Reading Achievement; Student Evaluation; Student Teachers; Teacher Behavior; Writing Achievement + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Elementarunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehramtsstudiengang; Lehrerausbildung; Leseleistung; Schulnote; Studentische Bewertung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher behaviour; Lehrerverhalten
Abstract	A three year study on assessment and grading beginning with preservice reading education teachers and continuing through their student teaching and into their first year of teaching reveals indications that instructor modeling and group work on specific instructional units for developing and using alternative assessment and evaluation procedures in the classroom has positive effects. New teachers appeared to have developed a philosophy that assessment and grading in the literacy classroom are shared responsibilities in which communication of student performance is crucial. (Contains 14 references and 6 tables of data; the survey instrument is attached.) (Author/RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01