Investigating Science Teacher Candidates’ Assessment Practices Using Teacher Performance Assessment (edTPA)

David Kimori

Abstract


The emerging paradigm in assessment argues for teachers to assess student thinking, as opposed to factual recall, thus calling for alternative-performance, project, and portfolio-based assessments that align with constructivist and sociocultural views of learning (Resnick & Resnick, 1992; Shepard, 2000). In this study, three science teacher candidates’ experience in assessing students is documented. Data analysis was from open-prompt surveys, 15 Teacher Performance Assessment edTPA artifacts collected from the three teacher candidates, and individual interviews. Findings indicated that science teacher candidates made deliberate efforts in giving students feedback to guide their learning but they struggled with strategies that encourage students to appropriately use that feedback once given to them. We argue that broadening how teacher candidates analyze assessment and feedback given to students in science classes should not only indicate correct or incorrect responses, but also act as a guide for future learning and reveal students’ strengths.


Full Text:

PDF

References


Abrams, L. M., Pedulla, J. J., & Madaus, G. F. (2003). Views from the classroom: Teachers’ opinions of statewide testing programs. Theory into Practice, 42, 18–29. https://www.jstor.org/stable/1477315

American Association for the Advancement of Science. (1993). Benchmarks for science literacy. Washington, DC: Author.

Anderson, R. S., & DeMeulle, L. (1998). Portfolio use in twenty-four teacher education programs. Teacher Education Quarterly, 25(1), 23-32. http://dx.doi.org/10.14689/ejer.2016.62.7

Ballou, D. (2003). Certifying accomplished teachers: A critical look at the National Board for Professional Teaching Standards. Peabody Journal of Education, 78(4), 201- 219. https://doi.org/10.1207/S15327930PJE7804_10

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5, 7-74. http://doi.org/fpnss4

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment.Phi Delta Kappan, 80, 139–148. https://doi.org/10.1177/003172171009200119

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box:Assessment for learning in the classroom. Phi Delta Kappan, 86, 9–21. https://doi.org/10.1177/003172170408600105

Briscoe, C., & Wells, E. (2002). Reforming primary science assessment practices: A case study of one teacher's professional development through action research. Science Education, 86(3), 417-435. https://onlinelibrary.wiley.com/doi/abs/10.1002/sce.10021

Brookhart. S. M. (1993 ). Teachers· grading practices: Meaning and values. Journal of Educational Measurement, 30(2), 123-142.doi/abs/10.1111/j.1745-3984.1993.tb01070.x

Burden, P. R., & Byrd, D. M. (1994 ). Methods for effective teaching. Boston: Allyn & Bacon. https://trove.nla.gov.au/version/45156606

Cavalluzzo, L. C. (2004, November). Is National Board certification an effective signal of teacher quality? Paper presented at the Consortium for Policy Research in Education Conference on teacher compensation and evaluation, Chicago. Available from http://www .cna.org

Cochran-Smith, M., Piazza, P., & Power, C. (2013, January). The politics of accountability: Assessing teacher education in the United States. In The Educational Forum (Vol. 77, No. 1, pp. 6-27). Taylor & Francis Group. http://dx.doi.org/10.1080/00131725.2013.739015

Darling-Hammond, L. (2008). Teacher learning that supports student learning. Teaching for intelligence, 2, 91-100. https://eric.ed.gov/?id=EJ560879

Darling-Hammond, L. (2010). Evaluating teacher effectiveness: How teacher performance assessments can measure and improve teaching. Washington, DC: Center for American Progress. Retrieved from http://www.americanprogress.org/issues/2010/10/pdf/teacher_ effectiveness.pdf

Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16(5-6), 523-545. www.brjonesphd.com/uploads/1/6/9/4/16946150/authentic_assessment.pdf

Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23, 5–12. doi/10.3102/0013189X023007005

edTPA. (2015).Assessment areas.Retrievedfromhttp://www.edtpa.com/PageView. aspx?f=GEN_AssessmentAreas.html

Frary, R. B., Cross, L. H.. & Weber. L. J. ( 1993). Testing and grading practices and opinions of secondary teachers of academic subjects: Implications for instruction in measurement. Educational Measurement: Issues and Practice, I2(3), 23-30. doi/abs/10.1111/j.1745-3992.1993.tb00539.x

Gitomer, D. H., & Duschl, R. A. (1998). Emerging issues and practices in science assessment. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 791–810).Dordrecht, The Netherlands: Kluwer Academic.

Glaser, B. G., Strauss, A. L., & Strutzel, E. (1968). The discovery of grounded theory; strategies for qualitative research. Nursing Research, 17(4), 364.

Hattie, J., Clinton, J., Thompson, M., & Schmidt-Davis, H. (1995). Identifying highly accomplished teachers: A validation study (National Board for Professional Teaching Standards Technical Advisory Group Research Report). Greensboro: University of North Carolina–Greensboro, Center for Educational Research and Evaluation.

Klassen, S. (2006). Contextual assessment in science education: Background, issues, and policy. Science & Education, 90, 820–851. DOI 10.1002/sce.20150

Lee, O. (2004). Teacher change in beliefs and practices in science and literacy instruction with English language learners. Journal of Research in Science Teaching, 41, 65–93. doi/10.1002/tea.10125/pdf

Luykx, A., & Lee, O. (2007). Measuring instructional congruence in elementary science classrooms:Pedagogical and methodological components of a theoretical framework. Journal of Research in Science Teaching, 44, 424–447. doi/abs/10.1002/tea.20127

Lyon, E. G. (2011). Beliefs, practices, and reflection: Exploring a science teacher’s classroom assessment through the assessment triangle model.Journal of Science Teacher Education, 22(5), 417-435.

Lyons, N. P. (1998). Reflection in teaching: Can it be developmental? A portfolio perspective. Teacher Education Quarterly, 25(1), 115-127.

Martiniello, M. (2008). Language and the performance of English-language learners in math word problems. Harvard Educational Review, 78, 333–368.

McMillan, J. H., & Workman, D. J. (1998). Classroom assessment and grading practices: A review of the literature. ERIC Document Reproduction Service No. ED453263.

Millar, R., & Osborne, J. F. (Eds.). (1998). Beyond 2000: Science education for the future. London,England: King’s College London.

Mitchell, K. J., Robinson, D. Z., Plake, B. S., & Knowles, K. T. (2001). Testing teacher candidates: The role of licensure tests in improving teacher quality. Washington, DC: National Academy Press

National Board for Professional Teaching Standards: A construct and consequential validity study. Assessment in the classroom. (Order No. 3072165, Hofstra University)

National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.

NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

Orpwood, G. (2001). The role of assessment in science curriculum reform. Assessment in Education:Principles, Policy, & Practice, 8, 135–151. doi/abs/10.1080/09695940125120

Pecheone, R. L., & Chung, R. R. (2006). Evidence in teacher education: The Performance Assessment for California Teachers (PACT). Journal of Teacher Education, 57(1), 22-36 doi: 10.1177/0022487105284045

Pedulla, J. J., Abrams, L. M., Madaus, G. F., Russell, M. K., Ramos, M. A., et al. (2003). Perceived effects of state-mandated testing programs on teaching and learning: Findings from a national survey of teachers. Chestnut Hill, MA: Boston College, National Board on Educational Testing and Public Policy.

Porter, A., Youngs, P., & Odden, A. (2001). Advances in teacher assessments and uses. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 259-297). Washington, DC: American Educational Research Association

Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science,28(1), 4-13. doi/abs/10.1002/bs.3830280103

Resnick, L. B., & Resnick, D. P. (1992). Assessing the thinking curriculum: New tools for educational reform. In B. R. Gifford & M. C. O’Connor (Eds.), Changing assessments: Alternative views of aptitude, achievement, and instruction (pp. 37–75). Boston, MA: Kluwer Academic Publishers.

Shaver, A., Cuevas, P., Lee, O., & Avalos, M. (2007). Teachers’ perceptions of policy influences on science instruction with culturally and linguistically diverse elementary students. Journal of Research in Science Teaching, 44, 725–746.

Shaw, J. M. (1997). Threats to the validity of science performance assessments for English language learners. Journal of Research in Science Teaching, 34, 721–743.

Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14. doi/10.3102/0013189X029007004

Shepard, L. A. (2005). Linking Formative Assessment to Scaffolding.Educational leadership, 63(3), 66-70.

Snyder, J., Lippincott, A., & Bower, D. (1998). The inherent tensions in the multiple uses of portfolios in teacher education. Teacher Education Quarterly, 25(1), 45-60.

Solano-Flores, G., & Nelson-Barber, S. (2001). On the cultural validity of science assessments. Journal of Research in Science Teaching, 38, 553–573. doi/full/10.1002/tea.1018

Stanford Center for Assessment, Learning, and Equity. (2013b,November). 2013 edTPA field test: Summary report. Stanford,CA: Stanford University. Retrieved frohttp://edtpa.aacte.org/news-area/announcements/edtpa-summary-report-is-nowavailable.html

Stiggins, R. J., Frisbie, D. A., & Griswold, P. A. (1989). Inside high school grading practices: Building a research agenda. Educational Measurement: Issues and Practice, 8, 5-14. http:// doi.org/brbfqq

Stiggins, R., & Chappuis, J. (2005). Using student-involved classroom assessment to close achievement gaps. Theory Into Practice, 44, 11-18. http://doi.org/dckdhb

Stoddart, T., Pinal, A., Latzke, M., & Canaday, D. (2002). Integrating inquiry science and language development for English l anguage learners. Journal of Research in Science Teaching, 39, 664–687. doi/abs/10.1002/tea.100

Stone, B. A. (1998). Problems, pitfalls, and benefits of portfolios. Teacher Education Quarterly, 25(1), 105-114

Strauss, A., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage Publications, Inc.

Thompson, M., & Wiliam, D. (2007). Tight but loose: A conceptual framework for scaling up school reforms. American Educational Research Association, Chicago, 9, 13.

U.S. Department of Education. (2011, September). Our future, our teachers: The Obama Administration’s plan for teacher education reform and improvement. Washington, DC: U.S. DOE. Retrieved from http://www.ed.gov/sites/default/fi les/our-future-our-teachers.pdf

Vandevoort, L. G., Amrein-Beardsley, A., & Berliner, D. C. (2004, September 8). National Board certified teachers and their students’ achievement. Education Policy Analysis Archives, 12(46). Retrieved November 19, 2004, from http://epaa.asu.edu/epaa/v12n46/

Volante, L., & Fazio, X. (2007). Exploring Teacher Candidates' Assessment Literacy: Implications for Teacher Education Reform and Professional Development. Canadian Journal of Education, 30(3), 749-770.

White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3–118. doi/abs/10.1207/s1532690xci1601_2

Whitford, B. L., Ruscoe, G., & Fickel, L. (2000). Knitting it all together: Collaborative teacher education in Southern Maine. In L. Darling-Hammond (Ed.), Studies of excellence in teacher education: Preparation at the graduate level (pp. 173-257). New York/Washington, DC: National Commission on Teaching and America’s Future, American Association of Colleges for Teacher Education

Wilson, M., & Sloane, K. (2000). From principles to practice: An embedded assessment system. Applied Measurement in Education, 13, 181–208.

Yin, R.K. (2003). Case study research: Design and methods. (3rd ed.). Thousand Oaks, CA: Sage Publications.




DOI: https://doi.org/10.5296/jet.v6i1.13441

Refbacks

  • There are currently no refbacks.


To make sure that you can receive messages from us, please add the 'macrothink.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.

Copyright © Macrothink Institute      ISSN 2330-9709