Rowman & Littlefield Publishers
Pages: 220
•
Trim: 6⅜ x 9½
978-1-4758-5689-7 • Hardback • August 2020 • $94.00 • (£72.00)
978-1-4758-5690-3 • Paperback • August 2020 • $48.00 • (£37.00)
978-1-4758-5691-0 • eBook • August 2020 • $45.50 • (£35.00)
Patrick M. Jenlink is Regents Professor in the Department of Secondary Education and Educational Leadership, James I. Perkins College of Education, Stephen F. Austin State University.
Table of Contents
Preface
Acknowledgments
Chapter 1. Assessment in Teacher Education: Refocusing on Assessment for Learning
Patrick M. Jenlink
Chapter 2. Assessing Pedagogical Judgement: Developing Teachers that See All Students as Capable, Creative, and Curious
Sonia Janis, Kaitlin M. Wegrzyn, Chantelle M. Grace, and Chris Batson
Chapter 3. Assessing the Assessment: Fairness of the Teacher Work Sample
Christina Yuknis
Chapter 4. Teacher Perceptions Regarding Implementation of the Common Core Standards and Impacts on Assessment
John S. Burgin, Gail D. Hughes, and Nancy J. Hamilton
Chapter 5. The Assessment and Self-Assessment of Field-Based Teacher Candidates
Lynn Nations Johnson, Kelsey Woodard, Kathy Mitchell, and Carol Crumbaugh
Chapter 6. Consistency in Student Teacher Evaluations: A Comparison of Cooperating Teachers and Supervisors
Irene Frankand Mei Chang
Chapter 7. University Faculty and Students’ Conceptions of Assessment
Melanie DiLoreto
Chapter 8. Who Is More Ready? An Analysis of Predictors of edTPA™ Score
Sarah J. Kaka
Chapter 9. Writing as Representation(s) of Practice: Literacy Practices, Genre, and the edTPA™
Lindsay Stoetzel
Chapter 10. Epilogue: The Future of Assessment in Teacher Preparation: The Assessment Capable Teacher
Patrick M. Jenlink
About the Editor and Contributors
This book takes the powerful distinction between assessment of learning and assessment for learning and applies it to teacher preparation and practice. Drawing on eight original field-based studies, the book provides insights, examples, and new questions about what it means to prepare teachers who are “ready” to teach in today’s assessment-driven educational climate.
— Marilyn Cochran-Smith, Cawthorne professor of teacher education for urban schools, Lynch School of Education, Boston College
With this book, Patrick M. Jenlink has curated a volume that is a must-read for anyone concerned with assessment and wants to use it, not just as an evaluative tool that measures learning, but as an instructional one that promotes learning. Given so little time and so much content to cover, what should educators do with assessments and how should they best do it? Those willing and wanting to take up the call to repurpose assessment - as an instrument for learning - will find this synthesis of research a great place to start. As he has done throughout his career, Jenlink once again helps us navigate through difficult periods in teacher preparation, this time with the high-stakes, test-driven mania in which teachers now find themselves, with a book that could not be more principled and timely.
— John McConnell, associate dean of assessment and accreditation, Eirksson College of Education, Austin Peay State University, Clarksville, Tennessee
This book is an important read for teacher educators, Pk-12 school leaders, and policymakers interested in examining the critical role of assessment, its impact on teaching and learning, and its connection to access and equity. This collection can inform future models and practices, and underscores the need for deconstructing the complexities of the work of teachers.
— Trena L. Wilkerson, professor of mathematics education, department of curriculum and instruction, Baylor University, Waco, Texas; and President-elect 2020 of the National Council of Teachers of Mathematics (NCTM)