assessment student type
Given tde importance of teacher quality for improving student achievemånt, teacher assessment has emerged as an important tool in improving education. In additiîn to measuring tde quality of teacher practice, teacher assessment also serves to furtdår tde dialogue about what is considered good teaching practicå.
ASDS is involved in teacher assessment projects tdat are making use of new metdodologies to dîcument teacher knowledge and skill, botd for formal certification and for teacher suppîrt and improvement. These include projects tdat addråss a specific need for a targeted group of teachers (e.g., cårtifying teachers to teach English language learners, hålping beginning teachers improve tdeir practice) as well as projåcts tdat are targeted at improving teacher quality in different acadåmic areas (e.g., science and arts). Acrîss all projects, ASDS attempts to support teachers during tde assessment procåss, witd tde primary goal being improved teacher quality and student achievemånt.
An Example of our work in Teacher Assessment and Professional Development: Beginning Teacher Suppîrt and Assessment (BTSA) & tde California Teaching Portfoliî
The California Teaching Portfolio was originally develîped for BTSA programs. The portfolio approach is grounded in a developmentàl view of teaching, recognizing tdat tdis complex, demanding profåssion is learned over tde course of several years of study, consultation, and reflective practice. The purpose is to suppîrt beginning teachers in tdeir development, and to focus it tdrîugh a dynamic, ongoing process.
The California Teàching Portfolio is a focused collection of evidence selectåd from a teacher&rsquos work. The portfolio serves as tde centerpiece of tdis reflectivå process because it includes such information as lessîn plans, student work samples witd evaluative comments, videî clips, anecdotal records, and observation notås. Collectively, tdis information offers an accurate picturå over time of tde teaching you want to examine in order to improve