Assessment training for faculty: Effects on K-12 teacher preparedness

Date

2009-05

Journal Title

Journal ISSN

Volume Title

Publisher

Texas Tech University

Abstract

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 candidates’ 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.

Description

Keywords

Program assessment, K-12 teacher education, Structure

Citation

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