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

  • Carmen Sherry Brown Hunter College, CUNY


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.


Banks, T. (2015). Teacher education reform in urban educator preparation programs. Journal of Education and Learning, 4(1).

Banks, T., Jackson, D., & Harper, B. (2014). Responding to the call to prepare highly effective teacher candidates in the United States: The curriculum redesign effort in advancing teacher education. Higher Education Studies, 4(2), 9-18.

Darling-Hammond, L. (2012). Creating a comprehensive system for evaluating and supporting effective teaching. Stanford, CA. Stanford Center for Opportunity Policy in Education.

Darling-Hammond, L. (2012). Powerful teacher education: Lessons from exemplary programs. John Wiley & Sons.

Darling-Hammond, L. & Adamson, F. (2013). Developing assessments of deeper learning: The costs and benefits of using tests that help students learn. Stanford, CA: Stanford Center on Opportunity Policy in Education. Retrieved on August 15, 2016 from:

Hibbard, K. M. (1996). Performance-based learning and assessment. A Teacher's Guide. Association for Supervision and Curriculum Development.

Liakopoulou, M. (2012). The role of field experience in the preparation of reflective teachers. Australian Journal of Teacher Education, 37(6).

National Association for the Education of Young Children. (2011). 2010 NAEYCStandards for Initial & Advanced Early Childhood Professional Preparation Programs. Washington, DC: Author.

National Council for Accreditation of Teacher Education. (2010). Report of the blue ribbon panel on clinical preparation and partnerships for improved student learning. Retrieved January 20, 2012, from:

National Education Association. (2010). Teacher assessment and evaluation:
The National Education Association’s framework for transforming education systems to support effective teaching and improve student learning. Washington, DC: Author. Retrieved April 15, 2011, from:

Palm, T. (2008). Performance assessment and authentic assessment: A conceptual analysis of the literature. Practical Assessment Research and Evaluation, 13(4).

Pianta, R. C. & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: standardized observation can leverage capacity. Educational Researcher, 38, 109–119.

Ravitch, D. (2008). A reflection on the professional preparation of teachers. In M. Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Eds.), Handbook of research on teacher education (3rd ed., pp. 1313-1315). New York: Routledge.

Shosh, J. M., & Zales, C. R. (2007). Graduate teacher education as inquiry: A case study. Teaching education, 18(3), 257-275.

Stanford Center for Assessment, Learning and Equity (SCALE). (2013). edTPA Field test: Summary report. Palo, Alto, CA: Author.

Stanford Center for Assessment, Learning, and Equity (SCALE). (2014). edTPA Early Childhood Assessment Handbook. Stanford, CA:SCALE/Pearson.

Wei, R.C. & Pecheone, R. (2010). Assessment for learning in preservice teacher education: Performance-based assessments. In M. Kennedy (Ed.) Teacher assessment and the quest for teacher quality: A handbook, (pp. 69-132). San Francisco, CA: Jossey-Bass.

Yildirim, R. & Orsdemir, E. (2013). Performance tasks as alternative assessment for young EFL learners: Does practice match the curriculum proposal. International Online Journal of Educational Sciences, 5(3), 562-574.
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: <>. Date accessed: 24 aug. 2019.


student teaching; pre-service teachers; early childhood education