Preparing Teachers for the Age of Accountability: Toward a Framework for Assessment Education

Autor/in	DeLuca, Christopher
Titel	Preparing Teachers for the Age of Accountability: Toward a Framework for Assessment Education
Quelle	In: Action in Teacher Education, 34 (2012) 5-6, S.576-591 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2012.730347
Schlagwörter	Accountability; Stakeholders; Teacher Education; Teacher Education Programs; Foreign Countries; Teacher Educators; Research Needs; Educational Research; Evaluation; Educational Needs; Educational Legislation; Educational Policy; Student Teacher Attitudes; Instructional Design; Instructional Development; Evaluation Needs; Skill Analysis; Skill Development; Knowledge Base for Teaching; Canada; United States + Suchen Sie Ihr Suchwort? Verantwortung; Lehrerausbildung; Lehrerbildung; Ausland; Teacher education; Education; Forschungsbedarf; Bildungsforschung; Pädagogische Forschung; Evaluierung; Educational need; Bildungsbedarf; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching improvement; Unterrichtsentwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching theory; Theory of teaching; Unterrichtstheorie; Kanada; USA
Abstract	Within the current accountability context of education in the United States and Canada, there is a clear need to educate teachers on effectively using assessments to support, measure, and communicate student learning. Despite this need, assessment has historically been a neglected area in teacher education programs with comparatively little research to support assessment education structures. Accordingly, the purpose of this article is to develop a preliminary assessment education framework as a foundation for future teacher education research and for designing theoretically informed assessment education that responds to multiple stakeholder perspectives. As a basis for this framework, three critical perspectives on assessment education are delineated (i.e., preservice policy perspective, teacher educator perspective, and teacher-candidate perspective) by reviewing current research, standards, and policies in fields of teacher education and assessment. The article concludes with recommendations for a research agenda aimed at further developing a scholarship for assessment education. (Contains 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10