Assessment training for faculty: Effects on K-12 teacher preparedness
Elliott, Robert Wayne
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As the condition of education remains a critical issue among policymakers and researchers, both nationally and internationally, assessment and accreditation of teacher education programs throughout the United States is a growing concern. This experimental design study uses structural equation modeling (SEM) to confirm the effects that assessment training for teacher education faculty have on preservice teacher candidate assessment scores as indicators of teacher preparedness. Data were collected from teacher education faculty and preservice teacher candidates using surveys to examine the associations between candidate characteristics and perceptions of the assessment learning environment, and measures of candidatesâ€™ assessment ability. Results of this study are intended to inform administrators and policymakers for making decisions about the accountability, assessment, and accreditation of teacher education programs at postsecondary institutions.