Aligning a Performance-based Observation Rubric to Support a Teacher Performance Assessment

  • Carmen Sherry Brown Hunter College, CUNY

Abstract

The National Education Association (NEA, 2010) state that the purpose of teacher assessment and evaluation should be to strengthen the knowledge, skills, dispositions and classroom practices of professional educators. Preparing teacher candidates to become effective and reflective practitioners, the student teaching experience must be designed to guide candidates in applying the knowledge, theories and concepts acquired during their course of study. In addition, the experience should be aligned with the pedagogical knowledge, competence and dispositions that are evaluated through observations and performance-based assessments. This analysis reviewed the components of a student teaching practicum rubric used in a teacher preparation program to determine if the performance-based assessment supported the expectations and requirements of a teacher performance assessment. The results indicated that the observation rubric used by field supervisors to rate teacher candidates aligned with the cycle of teaching effectiveness identified in the teacher performance assessment. The analysis from this study suggest that early childhood teacher preparation programs should continuously examine how faculty and course instructors are utilizing performance-based assessment and evaluation instruments in their courses, fieldwork and student teaching experiences to support the professional preparation of teacher candidates.

Author Biography

Carmen Sherry Brown, Hunter College, CUNY
Carmen S. Brown is an Assistant Professor of Early Childhood Education in the department of Curriculum and Teaching at Hunter College, CUNY. She teaches early childhood language and literacy and mathematics courses at the undergraduate and graduate level. She also supervises teacher candidates during their student teaching and practicum experience.

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Published
2017-05-13
How to Cite
BROWN, Carmen Sherry. Aligning a Performance-based Observation Rubric to Support a Teacher Performance Assessment. Journal of Interdisciplinary Studies in Education, [S.l.], v. 5, n. 2, p. 11-25, may 2017. ISSN 2166-2681. Available at: <http://isejournal.org/index.php/jise/article/view/165>. Date accessed: 22 nov. 2017.

Keywords

student teaching; pre-service teachers; early childhood education