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Estimating the quality of performance assessments: the case of an “Interactive examination” for teacher competencies
School of Teacher Education, Malmö University. (LISMA)ORCID iD: 0000-0002-3251-6082
Faculty of Social Sciences, Utrecht University.
School of Teacher Education, Malmö University.
2009 (English)In: Learning Environments Research, ISSN 1387-1579, E-ISSN 1573-1855, Vol. 12, no 3, 225-241 p.Article in journal (Refereed) Published
Abstract [en]

Professional schools prepare students to become competent professionals. Consequently, there is a need for assessments that can determine the acquisition of the relevant professional competencies. Although using performance assessment to replace traditional paper-and-pencil tests might provide one way to move forward, the use of performance assessments for summative purposes has been shown to be problematic (e.g. marker consistency and construct representation). With the aid of a comprehensive framework of quality criteria for competence assessments, this article considers if one particular existing competence assessment methodology is suitable for summative as well as formative use. It is argued that the comprehensive quality estimation of the examination procedure aids in identifying strengths and weaknesses in the assessment methodology, and that this information can be used to facilitate the inclusion of performance assessment in higher education, both for summative and formative use.

Place, publisher, year, edition, pages
2009. Vol. 12, no 3, 225-241 p.
Keyword [en]
Higher education, Performance assessment, Quality estimation, Reliability, Validity
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hkr:diva-6324DOI: 10.1007/s10984-009-9061-zOAI: oai:DiVA.org:hkr-6324DiVA: diva2:301217
Available from: 2010-03-02 Created: 2010-03-02 Last updated: 2014-08-13Bibliographically approved
In thesis
1. Educative assessment for/of teacher competency: a study of assessment and learning in the ”Interactive examination” for student teachers
Open this publication in new window or tab >>Educative assessment for/of teacher competency: a study of assessment and learning in the ”Interactive examination” for student teachers
2008 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

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.

Place, publisher, year, edition, pages
Malmö: School of Teacher Education, Malmö University, 2008. 149 p.
Series
Malmö Studies in Educational Sciences, ISSN 1651-4513 ; 41
Keyword
Authentic assessment, Formative assessment, Learning, Reliability, Performance assessment, Scoring rubrics, Teacher education
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-6338 (URN)978-91-977100-3-9 (ISBN)
Public defence
(English)
Opponent
Supervisors
Available from: 2010-03-03 Created: 2010-03-03 Last updated: 2014-06-10Bibliographically approved

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Jönsson, Anders

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