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1 – 10 of over 59000By 2006, the National Board for Professional Teaching Standards had offered advanced certification to 50,000 accomplished teachers using performance-based assessments of their…
Abstract
By 2006, the National Board for Professional Teaching Standards had offered advanced certification to 50,000 accomplished teachers using performance-based assessments of their teaching knowledge and practice (about 2% of the US teaching force). However, the Board has had much greater impact than the initial numbers of certified teachers suggested. As the first professional effort to define accomplished teaching, it has also had an enormous influence on standard-setting for beginning teacher licensing, teacher education programs, teacher assessment, on-the-job evaluation, and professional development for teachers throughout the United States. This chapter describes some of the results of the Board's work, evaluates its impact, and discusses issues that it raises for the future of teaching and the nature of the teaching career.
Robert Detmering, Anna Marie Johnson, Claudene Sproles, Samantha McClellan and Rosalinda Hernandez Linares
This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library…
Abstract
Purpose
This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.
Design/methodology/approach
It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.
Findings
It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
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Semila Fernandes, Sathish Mahendiran and N.L. Balasudarsun
School teachers had difficulty in monitoring and assessing the students during the COVID-19 lockdown. This study attempts to understand the assessment and teaching challenges…
Abstract
Purpose
School teachers had difficulty in monitoring and assessing the students during the COVID-19 lockdown. This study attempts to understand the assessment and teaching challenges during COVID-19 and how this problematic situation was reshaped by new normal teaching.
Design/methodology/approach
The qualitative research included perspectives of 84 school teachers using an interview-based approach. Pedagogical assessment, societal assessment and personal assessment were considered in the study.
Findings
Content switching, student involvement and individual assessment are the challenges in terms of pedagogy. Buying power of electronic equipment, digital skills, study environment and distraction are the challenges faced in terms of personal challenges. Personal connect and interaction intensity is the challenges faced in terms of social challenges. Teachers adapted to synchronous, blended, flipped and asynchronous modes of teaching.
Originality/value
The authors’ study will support schools in developing their institutional plans to understand teachers' apprehensions better and to check the readiness of the schools towards teaching and learning approaches.
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Sketches a number of issues implicated in the assessment of teaching quality in higher education. Argues that checklist approaches to measuring teaching quality have some limited…
Abstract
Sketches a number of issues implicated in the assessment of teaching quality in higher education. Argues that checklist approaches to measuring teaching quality have some limited value – and a more professional, developmental approach is preferred. However, the focus on teaching quality should not disguise the fact that the emphasis needs to be on enhancing the quality of student learning, and this is not simply a function of the quality of the teaching which they encounter. Discusses implications both for academic departments and for universities, the claim being that systemic action is necessary.
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This chapter, completed in 1999, provides an overview and critical analysis of the validity research agenda undertaken by the National Board for Professional Teaching Standards…
Abstract
This chapter, completed in 1999, provides an overview and critical analysis of the validity research agenda undertaken by the National Board for Professional Teaching Standards (NBPTS) for its assessment to certify accomplished teachers at the end of its first decade of assessment development and implementation. The review is presented in three major sections: (a) an overview of the validity criteria underlying the review; (b) a description of the National Board's research agenda presented in its own terms, focusing first on the studies that were routinely carried out for each certificate and second on the “special studies” that were not part of the routine agenda; and (c) a series of six critical observations and explanations based on the validity issues described in the first section.
To appreciate the distance the National Board for Professional Teaching Standards (NBPTS) certification program has come, and the speed with which it has traveled that distance, a…
Abstract
To appreciate the distance the National Board for Professional Teaching Standards (NBPTS) certification program has come, and the speed with which it has traveled that distance, a glance at its first decade from the perspective of assessment development is essential. The particulars of the history of the NBPTS's assessment strategies and designs have determined in many ways the current assessment architecture: the evolution of the assessment's design reveals the growth in our knowledge of innovative assessment strategies and formats and their uses. In this chapter, I will briefly summarize the history of the NBPTS assessment program, then describe and analyze the earliest assessment designs, some intermediate approaches, and then the current iteration (commonly referred to as the next generation certificates). I will finally detail the current assessment architecture, connecting that architecture to both the history and the lessons learned from the initial assessments.
Amit Joshi, Muddu Vinay and Preeti Bhaskar
In India, the COVID-19 outbreak has been declared an epidemic in all its states and union territories. To combat COVID-19, lockdown was imposed on March 25, 2020 which has…
Abstract
Purpose
In India, the COVID-19 outbreak has been declared an epidemic in all its states and union territories. To combat COVID-19, lockdown was imposed on March 25, 2020 which has adversely affected the education system in the country. It has changed the traditional education system to the educational technologies (EdTechs) model, where teaching and assessments are conducted online. This paper aims to identify the barriers faced by teachers during online teaching and assessment in different home environment settings in India.
Design/methodology/approach
Interpretative phenomenological analysis (IPA) of qualitative research methodology has been used in this research. The study was conducted among the teachers working in the government and private universities of Uttarakhand, India. Semi-structured in-depth interviews were conducted among 19 teachers to collect data regarding the barriers faced by them during online teaching and assessment. ATLAS.ti, version 8 was used to analyze the interview data.
Findings
The findings revealed four categories of barriers that are faced by teachers during online teaching and assessments. Under home environment settings, a lack of basic facilities, external distraction and family interruption during teaching and conducting assessments were major issues reported. Institutional support barriers such as the budget for purchasing advanced technologies, a lack of training, a lack of technical support and a lack of clarity and direction were also reported. Teachers also faced technical difficulties. The difficulties were grouped under a lack of technical support, it included a lack of technical infrastructure, limited awareness of online teaching platforms and security concerns. Teachers’ personal problems including a lack of technical knowledge, negative attitude, course integration with technology and a lack of motivation are identified as the fourth category to damper their engagement in online teaching and assessments.
Practical implications
The findings of the study can be helpful to the regulatory authorities and employers of higher education institutions who are planning to adopt online teaching as a regular activity in the future. The insights gained from the findings can help them to revisit their existing policy frameworks by designing new strategies and technical structures to assist their teachers in successfully embracing the EdTech to deal with any crisis in the future.
Originality/value
Many authors have conducted research to address the problems faced by students related to online teaching and learning during COVID-19 in India. To the best of the authors’ knowledge, this is the first study that addresses the challenges faced by teachers during the online teaching and assessment in the home environment settings by using qualitative analysis (IPA) techniques. The current study replenishes the gap by contributing to the literature of online teaching and assessment under the home environment settings during the pandemic situation.
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Zeynep Tatli, Nursel Uğur and Ünal Çakiroğlu
The purpose of this paper is to reveal the contribution of the digital storytelling to the peer assessments experiences of pre-service teachers within the teaching practices.
Abstract
Purpose
The purpose of this paper is to reveal the contribution of the digital storytelling to the peer assessments experiences of pre-service teachers within the teaching practices.
Design/methodology/approach
The study is carried out as a special case study. Both qualitative and quantitative data gathering tools were used together to investigate a special case in depth (Yıldırım and Şimşek, 2011; Çepni, 2007). In this study, the case investigated was the process whereby the senior year pre-service teachers enrolled in the faculty of education provided assessments of themselves and their peers through the teaching practice course, using digital storytelling. The contributions of the assessment method employed, in the experiences and personal development of the pre-service teachers, were investigated through interviews with pre-service teachers involved.
Findings
The results suggested that pre-service teachers’ perspectives were quite positive toward the use of digital storytelling for peer assessment in their teaching practices. The prominent contributions were: they caused easily tolerate personally as they did not take a direct form, and that they considered peer assessment through digital storytelling as an alternative means of assessment to effectively reflect the process. Receiving more detailed feedback about their classroom experiences and their teaching skills was helpful for pre-service IT teachers. Suggestions due to the findings were also included.
Originality/value
In the study, peer assessment digital stories in the teaching practice courses offers the benefits of confidence with, different perspectives, satisfaction, and objectivity. These benefits can help pre-service teachers to focus on shortcomings regarding their teaching experiences, and take care for the correction. Further studies can be provided about the digital storytelling processes in various assessment processes of the instructions to reveal the potential of digital narratives in other domains as well.
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In this paper a systematic and well-defined student participation assessment scheme for college courses is proposed. The scheme supports the involvement of students in a variety of…
Abstract
In this paper a systematic and well-defined student participation assessment scheme for college courses is proposed. The scheme supports the involvement of students in a variety of areas of participation within and outside the classroom with the aim of improving their learning. The scheme addresses mostly the challenges related to the practicality of the structure and design of the assessment. It also addresses the subjectivity of grading student participations. Areas of participation are widened to allow the faculty more accurate information about the conduct of each individual student towards more objective assessment. In addition, it provides the faculty with the flexibility to select areas that best fit the learning outcomes, nature of the course, availability of time and resources, and class atmosphere. The proposed scheme is initiated and developed using feedback from the teaching staff of Nizwa College of Technology, (NCT) through a survey and open discussion. The results indicate that over two thirds of the surveyed staff show agreement with the concept of assessing participation and find the scheme design clear and systematic, while 82% of them perceive the scheme as effective in improving the motivation and learning of students.
Anna Marie Johnson, Claudene Sproles, Robert Detmering and Jessica English
The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Abstract
Purpose
The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Design/methodology/approach
The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.
Findings
Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
Details