Improving Teachers' Assessment Practices through Professional Development: The Case of National Board Certification

Autor/inn/en	Sato, Mistilina; Wei, Ruth Chung; Darling-Hammond, Linda
Titel	Improving Teachers' Assessment Practices through Professional Development: The Case of National Board Certification
Quelle	In: American Educational Research Journal, 45 (2008) 3, S.669-700 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831208316955
Schlagwörter	Formative Evaluation; Program Effectiveness; Teacher Certification; Science Teachers; Professional Development; Student Evaluation; National Standards; Teacher Improvement; Longitudinal Studies; Microteaching; Likert Scales; Multidimensional Scaling; Classroom Techniques; Evaluation Research; Evaluation Methods; Accreditation (Institutions) + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schulnote; Studentische Bewertung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Likert-Skala; Mehrdimensionale Analysis; Klassenführung; Evaluationsforschung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut
Abstract	This study examines how mathematics and science teachers' classroom assessment practices were affected by the National Board Certification process. Using a 3-year, longitudinal, comparison group design, evidence of changes in teachers' classroom practice were measured on six dimensions of formative assessment. The National Board candidates began the study with lower mean scores than the comparison group on all six assessment dimensions; had higher mean scores on all dimensions by the second year, with statistically significant gains on four of the dimensions; and continued to demonstrate substantially higher scores in the third year. Pronounced changes were in the variety of assessments used and the way assessment information was used to support student learning. National Board candidates attributed changes in practice to the National Board standards and assessment tasks. Comparison group teachers who showed noticeable changes in practice described professional development experiences similar to those supported by the National Board Certification process. (Contains 4 tables, 2 figures, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10