Requirements for an Assessment Procedure for Beginning Teachers: Implications from Recent Theories on Teaching and Assessment

By A. M. Uhlenbeck, N. Verloop, D. Beijaard. Teachers College Record, 2002

95 citations recorded by the source corpus.

The purpose of this study was to determine the best approach to the development of procedures to assess beginning teachers. First, studies on teacher thinking, teacher development, teacher learning and teacher knowledge were reviewed to obtain information on the most current views on the nature of teaching. Second, studies on new approaches to teacher assessment and on issues of validity and reliability were examined. An analysis of these topics yielded a set of implications that could be used as a basis for an adequate evaluation procedure. We propose a framework that consists of 15 implications for the development of beginning teacher assessments. We illustrate how the framework was applied in the development of an assessment procedure for beginning teachers.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/8326d0a33ab515bff6bd15191a40186627baa828

How researchers see this paper

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In Education

1. Jo Tondeur
2. Johan van Braak
3. Martin Valcke
4. Anne T. Ottenbreit-Leftwich
5. Shih-Hsiung Liu

Citations in the corpus

• ‘What went well, what didn’t go so well’: growth of reflection in pre‐service teachers (2006, background): “Teachers are continually balancing a large amount of stimuli, in which they must take the best action in a given situation, often with incomplete information and very little time, or criteria on which to base the action (Uhlenbeck et al., 2002).”
• The impact of primary school teachers' educational beliefs on the classroom use of computers (2008, background): “For measuring primary teachers’ use of computers to support the leaching or learning process a modified version of the ‘Class Use of Computers’ scale of van Braak et al. [van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers.”