Educative assessment for/of teacher competency. A study of assessment and learning in the "Interactive examination" for student teachers.
(2008)- Abstract
- The aim of this dissertation is to explore some of the problems associated with introducing authentic assessment in teacher education. In the first part of the dissertation the question is investigated, through a literature review, whether the use of scoring rubrics can aid in supporting credible assessment of complex performance, and at the same time support student learning of such complex performance. In the second part, the conclusions arrived at from the first part are implemented into the design of the so-called "Interactive examination" for student teachers, which is designed to be an authentic assessment for teacher competency. In this examination, the students are shown short video sequences displaying critical classroom... (More)
- The aim of this dissertation is to explore some of the problems associated with introducing authentic assessment in teacher education. In the first part of the dissertation the question is investigated, through a literature review, whether the use of scoring rubrics can aid in supporting credible assessment of complex performance, and at the same time support student learning of such complex performance. In the second part, the conclusions arrived at from the first part are implemented into the design of the so-called "Interactive examination" for student teachers, which is designed to be an authentic assessment for teacher competency. In this examination, the students are shown short video sequences displaying critical classroom situations, and are then asked to describe, analyze, and suggest ways to handle the situations, as well as reflect on their own answers. It is investigated whether the competencies aimed for in the "Interactive examination" can be assessed in a credible manner, and whether the examination methodology supports student learning.
From these investigations, involving three consecutive cohorts of student teachers (n = 462), it is argued that three main contributions to research have been made. First, by reviewing empirical research on performance assessment and scoring rubrics, a set of assumptions has been reached on how to design authentic assessments that both support student learning, and provide reliable and valid data on student performance. Second, by articulating teacher competency in the form of criteria and standards, it is possible to assess students' skills in analyzing classroom situations, as well as their self-assessment skills. Furthermore, it is demonstrated that by making the assessment demands transparent, students' performances are greatly improved. Third, it is shown how teacher competency can be assessed in a valid way, without compromising the reliability. Thus the dissertation gives an illustration of how formative and summative purposes might co-exist within the boundaries of the same (educative) assessment. (Less) - Abstract (Swedish)
- Popular Abstract in Swedish
Syftet med den här avhandlingen är att studera några av de problem som är förknippade med implementering av så kallad autentisk bedömning i lärarutbildningen. I den första delen av avhandlingen undersöks, genom en litteraturöversikt, huruvida användningen av bedömningsmatriser kan fungera som ett stöd för ökad tillförlitlighet och trovärdighet vid bedömning av komplexa kompetenser, samtidigt som matriserna även stöttar studenternas lärande. I avhandlingens andra del, utnyttjas slutsatserna från den första delen genom att föra in dem i konstruktionen av den så kallade ”Interaktiva examinationen” för lärarstudenter, vilket är en autentisk bedömning för lärarkompetens. I denna examination får... (More) - Popular Abstract in Swedish
Syftet med den här avhandlingen är att studera några av de problem som är förknippade med implementering av så kallad autentisk bedömning i lärarutbildningen. I den första delen av avhandlingen undersöks, genom en litteraturöversikt, huruvida användningen av bedömningsmatriser kan fungera som ett stöd för ökad tillförlitlighet och trovärdighet vid bedömning av komplexa kompetenser, samtidigt som matriserna även stöttar studenternas lärande. I avhandlingens andra del, utnyttjas slutsatserna från den första delen genom att föra in dem i konstruktionen av den så kallade ”Interaktiva examinationen” för lärarstudenter, vilket är en autentisk bedömning för lärarkompetens. I denna examination får lärarstudenter se korta filmsekvenser, vilka visar olika kritiska situationer i skolan, varvid studenterna får beskriva, analysera samt föreslå sätt att hantera dessa situationer, men också reflektera över sina svar. Det som studeras i avhandlingen är huruvida de kompetenser som ingår i examinationen bedöms på ett tillförlitligt och trovärdigt sätt, samt huruvida examinationen stöttar studenternas lärande. Utifrån dessa studier, vilka omfattar tre på varandra efterföljande årskullar med lärarstudenter (n = 462) har framför allt tre viktiga forskningsbidrag gjorts. För det första, genom att analysera empirisk forskning om bedömningsmatriser, har ett antal utgångspunkter sammanställts för hur man kan konstruera autentiska bedömningar som stöttar studenternas lärande, samtidigt som stöd ges för tillförlitlig och trovärdig bedömning av studenternas kompetens. För det andra, genom att uttrycka lärarkompetens i form av kriterier och nivåbeskrivningar, blir det möjligt att bedöma studenternas förmåga att analysera klassrumssituationer, såväl som deras förmåga till självbedömning. Genom att på detta sätt göra bedömningens förutsättningar mer tydliga och transparenta, förbättras dessutom kvaliteten på studenternas prestationer avsevärt. För det tredje, ges det genom den ”Interaktiva examinationen” ett exempel på hur lärarkompetens kan bedömas på ett tillförlitligt, trovärdigt och lärande sätt, och därmed hur formativa och summativa bedömningssyften kan samexistera inom ramen för samma (lärande) bedömning. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/1144944
- author
- Jönsson, Anders
- supervisor
- opponent
-
- Professor of Educational Sciences Segers, Mien, Department of Educational Sciences of the University Leiden (the Netherlands)
- publishing date
- 2008
- type
- Thesis
- publication status
- published
- subject
- keywords
- lärande, formativ bedömning, autentisk bedömning, tillförlitlighet, validitet, bedömningsmatriser, teacher education, validity, learning, reliability, performance assessment, scoring rubrics, Authentic assessment, lärarutbildning, formative assessment
- pages
- 254 pages
- publisher
- Malmö University
- defense location
- Room D138, School of Teacher Education, Malmö University
- defense date
- 2008-05-30 13:15:00
- ISBN
- 978-91-977100-3-9
- language
- English
- LU publication?
- no
- id
- 899c9db8-df3d-4c7c-b0c3-e1dcd6abbb23 (old id 1144944)
- date added to LUP
- 2016-04-01 12:12:15
- date last changed
- 2018-11-21 20:04:56
@phdthesis{899c9db8-df3d-4c7c-b0c3-e1dcd6abbb23,
abstract = {{The aim of this dissertation is to explore some of the problems associated with introducing authentic assessment in teacher education. In the first part of the dissertation the question is investigated, through a literature review, whether the use of scoring rubrics can aid in supporting credible assessment of complex performance, and at the same time support student learning of such complex performance. In the second part, the conclusions arrived at from the first part are implemented into the design of the so-called "Interactive examination" for student teachers, which is designed to be an authentic assessment for teacher competency. In this examination, the students are shown short video sequences displaying critical classroom situations, and are then asked to describe, analyze, and suggest ways to handle the situations, as well as reflect on their own answers. It is investigated whether the competencies aimed for in the "Interactive examination" can be assessed in a credible manner, and whether the examination methodology supports student learning. <br/><br>
<br/><br>
From these investigations, involving three consecutive cohorts of student teachers (n = 462), it is argued that three main contributions to research have been made. First, by reviewing empirical research on performance assessment and scoring rubrics, a set of assumptions has been reached on how to design authentic assessments that both support student learning, and provide reliable and valid data on student performance. Second, by articulating teacher competency in the form of criteria and standards, it is possible to assess students' skills in analyzing classroom situations, as well as their self-assessment skills. Furthermore, it is demonstrated that by making the assessment demands transparent, students' performances are greatly improved. Third, it is shown how teacher competency can be assessed in a valid way, without compromising the reliability. Thus the dissertation gives an illustration of how formative and summative purposes might co-exist within the boundaries of the same (educative) assessment.}},
author = {{Jönsson, Anders}},
isbn = {{978-91-977100-3-9}},
keywords = {{lärande; formativ bedömning; autentisk bedömning; tillförlitlighet; validitet; bedömningsmatriser; teacher education; validity; learning; reliability; performance assessment; scoring rubrics; Authentic assessment; lärarutbildning; formative assessment}},
language = {{eng}},
publisher = {{Malmö University}},
title = {{Educative assessment for/of teacher competency. A study of assessment and learning in the "Interactive examination" for student teachers.}},
year = {{2008}},
}