文档介绍：Beyond Assessment: Performance assessments in teacher education
Accepted for publication by Teacher Education Quarterly:
Ruth R. Chung, .
Stanford University
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Introduction
Over the last decade, teacher performance assessments (TPAs) have begun to find some appeal in the context of teacher education programs and teacher licensing for their innovative ways of assessing teacher knowledge and skill but primarily for their potential to promote teacher learning and reflective teaching. Studies of preservice teachers who pleted a TPA, portfolio assessments in particular, have examined learning es for teachers and have generally found positive effects on their learning (Anderson & DeMeulle, 1998; Lyons, 1996, 1998a, 1998b, 1999; Snyder, Lippincott, & Bower, 1998; Stone, 1998; Whitford, Ruscoe, & Fickel, 2000).
Background. In 1998, the state of California passed legislation (SB2042) that would require teacher candidates enrolled in credential programs to plete a teaching performance assessment to obtain a preliminary teaching credential. Programs had two options: they could administer the TPA designed by the state in consultation with the Education Testing Service (ETS), or develop their own TPAs, provided they met the state’s Assessment Quality Standards. This study was conducted as part of an investigation of the Performance Assessment for California Teachers (PACT), an alternative performance assessment designed and piloted in the spring of 2003 by a consortium of preservice teacher preparation programs throughout the state (all of which are post-alaureate programs with lengths ranging from two semesters to two years). The PACT Consortium currently includes all of the University of California campuses, five Cal State University campuses, three private universities, and one district intern program. For a more detailed overview of the PACT project, the a