LEADER 05056nam 2200625 450 001 9910797304003321 005 20230721042544.0 010 $a1-4522-9752-5 035 $a(CKB)3710000000456864 035 $a(EBL)1650897 035 $a(OCoLC)922907335 035 $a(SSID)ssj0001530223 035 $a(PQKBManifestationID)12519405 035 $a(PQKBTitleCode)TC0001530223 035 $a(PQKBWorkID)11523684 035 $a(PQKB)11716228 035 $a(MiAaPQ)EBC1994116 035 $a(EXLCZ)993710000000456864 100 $a20150822h20072007 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAssessing teacher competency $efive standards-based steps to valid measurement using the CAATS model /$fJudy R. Wilkerson, William Steven Lang ; foreword by Richard C. Kunkel ; acquisitions editor Faye Zucker ; cover designer Audrey Snodgrass 210 1$aThousand Oaks, California :$cCorwin Press,$d2007. 210 4$dİ2007 215 $a1 online resource (408 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-4119-9 320 $aIncludes bibliographical references and index. 327 $a""Cover""; ""Contents""; ""List of Abbreviations and Acronyms""; ""List of Tables, Figures, and Boxes""; ""A Step-by-Step Guide to Competency Assessment Aligned with Teacher Standardsa???The CAATS Model for Improved Teacher Assessment""; ""Foreword""; ""Preface""; ""Acknowledgments""; ""About the Authors""; ""Chapter 1 - Expectations and Options for Accountability and Teacher Assessment""; ""The Challenge f rom the National Commission on Teaching and Americaa???s Future""; ""Title II of the Higher Education Act Amendments of 1998""; ""No Child Left Behind (NCLB) Legislation"" 327 $a""National Research Councila???The Committee on Assessment and Teacher Quality""""What a Few Others Have Said: A Brief Review of the Literature on Testing and Licensure""; ""Standards: The Road Map to Accountability and Scientifically Based Performance Assessment""; ""The Principal Sets of Standards Governing our Work ""; ""National and State Pedagogical and Content Standards""; ""Unit Accreditation and Operational Standards""; ""Technical Standards for Measurement of Teacher Competency""; ""Some Major Threats to Validity in Most Current Assessment Systems"" 327 $a""Conceptual Frameworks: Pulling it all Together""""NCATE Standards""; ""INTASC Principles: Where NCATE and AERA, APA, and NCME Standards Converge""; ""Making Sense of Conceptual Frameworks""; ""Our Conceptual Framework: What We Value""; ""Assessment Options""; ""Records of Training Completed""; ""Tests and Exam Scores""; ""Observations of Performance""; ""Portfolios of Assessable Artifacts""; ""Job-Related Tasks and Work Sample Products""; ""Ka???12 Student Work Samples""; ""Wrap-Up""; ""Activity #1.1: Whata???s Happening in Your State and School?"" 327 $a""Activity #1.2: Questionnaire for Faculty Views on Competency Assessment""""Activity #1.3: Assessment Belief Scalea???Beliefs about Assessment""; ""Activity #1.4: Assessment Options""; ""Chapter 2 - Portfoliosa???To Be or Not to Be? That is the Question!""; ""The Portfolio: Panacea or Pandoraa???s Box?""; ""Portfolios as Certification a???Testsa???: Lessons from Standards and History""; ""Assessment Illiteracy, Paradigm Shifts, and Conflicting Purposes""; ""The Conflict of Formative vs. Summative Assessment""; ""The Conflict of Program Approval vs. Accreditation"" 327 $a""The Conflict of Regulatory vs. Professional Perspectives""""The Conflict of Freedom vs. Accountability""; ""The Conflict of Constructivism vs. Positivism""; ""Recommendations for Use of Portfolios in Accountability Contexts""; ""Ten Recommendations for Assessment System Design""; ""A Recommended, Standards-Based Model""; ""Overview of Competency Assessments Aligned with Teacher Standards (CAATS) Model""; ""CAATS Step 1: Define Purpose, Use, Propositions, Content, and Other Contextual Factors""; ""CAATS Step 2: Develop a Valid Sampling Plan"" 327 $a""CAATS Step 3: Create or Update Tasks Aligned with Standards and Consistent with the Sampling Plan"" 330 $aThis comprehensive five-step model for measuring teacher knowledge and skills helps teacher educators and school administrators prepare fair, valid, and reliable assessments of teacher performance. 606 $aTeachers$xCertification$zUnited States 606 $aTeacher effectiveness$zUnited States 615 0$aTeachers$xCertification 615 0$aTeacher effectiveness 676 $a379.157 700 $aWilkerson$b Judy R.$01498642 702 $aLang$b William Steven 702 $aKunkel$b Richard C. 702 $aZucker$b Faye 702 $aSnodgrass$b Audrey 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910797304003321 996 $aAssessing teacher competency$93724254 997 $aUNINA