Brian Yusko and
Though induction literature traditionally recommends separating assistance and assessment, there has been growing recognition that assessment is integral to promoting and gauging teacher quality. This has led to increased interest in approaches to new teacher induction that meld support, development, assessment and accountability. This article provides images of mentoring from two well-regarded induction programs – the Peer Assistance and Evaluation Program in Cincinnati and the Santa Cruz New Teacher Project – that integrate assistance and assessment to promote quality teaching. This article highlights the possibilities and pitfalls of each approach.
Shannon Mandel, and
Candidates for secondary school physics teaching positions may be drawn from a variety of sources. Some may have completed an accredited physics or physics teaching program, others may have training in other educational, science, engineering, or business disciplines. Still others may be entering the profession as an alternative or second career. The purpose of this document is to provide some guidance for administrators to gauge a candidate's qualifications to teach physics.
This presentation describes the analysis of the results of conceptual pre/post student assessment instruments. Questions of correlations between learning and initial understanding and normalizing the reported gain are covered.
David E. Meltzer
This presentation describes some ways in which science teachers can be assessed. Among the quantities that may be measured are student learning, the use of science processes by students, attitudes, and the management of the classroom. Rubrics for teacher assessment and many tools are given.
Priscilla W. Laws
This presentation outlines active learning techniques and active assessments used to measure student learning. The assessment instruments covered force and motion, electricity, and mathematical modeling. The results for various interactive-engagement curricula are given.
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