International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Assessment & Evaluation (165 items)To section archive
Latest items
This study examines formative evaluation recommendations that the authors made to four different professional development (PD) projects over three years. The results of this study show that formative feedback can impact PD design and implementation. The results of this study suggest that evaluation efforts can take on a new purpose – the PD of professional developers. The authors argue that as evaluators, they interpreted what they know about PD from the research and acted as conduits of empirical findings to the PD project teams. Hence, their recommendations reflected their own knowledge and beliefs about PD, which, as active teacher education researchers, were well rooted in the PD research literature.
Published: 2016
Updated: Oct. 11, 2018
The present study describes an assessment technique, named Assessment360, which can be implemented during coursework to prepare future teachers to be reflective practitioners.
The study explores students’ perceptions of Assessment360. The findings suggested that students indicated Assessment360 potentially encouraged reflection, collaboration, and feedback.
Published: 2015
Updated: Jul. 05, 2018
This study aimed to adapt the well-established Science Teaching Efficacy Belief Instrument- B (STEBI-B) for preservice teachers and to pilot the new instrument to determine its validity and reliability in The Arts. The authors argue that this study offers new contributions to the field of educational measurement in The Arts, specifically in measuring primary preservice teacher self-efficacy for learning areas like music and visual arts. The findings reveal that Arts Teaching Efficacy Belief Instrument (ATEBI) had good internal consistency and re-test reliability on the personal teaching efficacy scale. Furthermore, it was found that ATEBI had good validity statistics using ANOVAs on all scales.
Published: 2017
Updated: May. 01, 2018
This article describes a Higher Education Academy Economics Network-funded research examined academic and international students' experience of innovative online peer assessment and feedback. The findings reveal that the innovative tools, like PeerMark, facilitate a simple but powerful educational principle for international students. Furthermore, the authors found that the heterogeneity in assessors’ ability levels may not affect the confidence of international students in online peer assessment.
Published: 2016
Updated: Feb. 06, 2018