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[null,"1.","Record Nr.",null,"UNINA9910478931603321"]
[null,null,"Autore",null,"Wilkerson Judy R."]
[null,null,"Titolo",null,"Assessing teacher competency : five standards-based steps to valid measurement using the CAATS model / / Judy R. Wilkerson, William Steven Lang ; foreword by Richard C. Kunkel ; acquisitions editor Faye Zucker ; cover designer Audrey Snodgrass"]
[null,null,"Pubbl/distr/stampa",null,"Thousand Oaks, California : , : Corwin Press, , 2007"]
[{"$nulls":4},"©2007"]
[null,null,"ISBN",null,"1-4522-9752-5"]
[null,null,"Descrizione fisica",null,"1 online resource (408 p.)"]
[null,null,"Disciplina",null,"379.157"]
[null,null,"Soggetti",null,"Teachers - Certification - United States"]
[{"$nulls":4},"Teacher effectiveness - United States"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"\"\"Cover\"\"; \"\"Contents\"\"; \"\"List of Abbreviations and Acronyms\"\"; \"\"List of Tables, Figures, and Boxes\"\"; \"\"A Step-by-Step Guide to Competency Assessment Aligned with Teacher Standardsâ€?The CAATS Model for Improved Teacher Assessment\"\"; \"\"Foreword\"\"; \"\"Preface\"\"; \"\"Acknowledgments\"\"; \"\"About the Authors\"\"; \"\"Chapter 1 - Expectations and Options for Accountability and Teacher Assessment\"\"; \"\"The Challenge f rom the National Commission on Teaching and Americaâ€?s Future\"\"; \"\"Title II of the Higher Education Act Amendments of 1998\"\"; \"\"No Child Left Behind (NCLB) Legislation\"\""]
[{"$nulls":4},"\"\"National Research Councilâ€?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\"\""]
[{"$nulls":4},"\"\"Conceptual Frameworks: Pulling it all Together\"\"\"\"NCATE Standards\"\"; \"\"INTASC Principles: Where NCATE and AERA, APA, and NCME Standards Converge\"\"; \"\"Making Sense of Conceptual Frameworks\"\"; \"\"Our "]
[{"$nulls":4},"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\"\"; \"\"Kâ€?12 Student Work Samples\"\"; \"\"Wrap-Up\"\"; \"\"Activity #1.1: Whatâ€?s Happening in Your State and School?\"\""]
[{"$nulls":4},"\"\"Activity #1.2: Questionnaire for Faculty Views on Competency Assessment\"\"\"\"Activity #1.3: Assessment Belief Scaleâ€?Beliefs about Assessment\"\"; \"\"Activity #1.4: Assessment Options\"\"; \"\"Chapter 2 - Portfoliosâ€?To Be or Not to Be? That is the Question!\"\"; \"\"The Portfolio: Panacea or Pandoraâ€?s Box?\"\"; \"\"Portfolios as Certification â€œTestsâ€?: Lessons from Standards and History\"\"; \"\"Assessment Illiteracy, Paradigm Shifts, and Conflicting Purposes\"\"; \"\"The Conflict of Formative vs. Summative Assessment\"\"; \"\"The Conflict of Program Approval vs. Accreditation\"\""]
[{"$nulls":4},"\"\"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\"\""]
[{"$nulls":4},"\"\"CAATS Step 3: Create or Update Tasks Aligned with Standards and Consistent with the Sampling Plan\"\""]
[null,null,null,"Sommario/riassunto","This 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."]