Authentic assessment of teaching in context

By Linda Darling-Hammond, J. Snyder. 2000

744 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8728e57b7b7847be7d0eef044b2fcfe7361d14ba

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

The use of scoring rubrics: Reliability, validity, and educational consequences (2007, background): “The notion of reality is not a way of escaping the fact that all learning is a product of the context in which it occurs, but rather to try to better reflect the complexity of the real world and provide more valid data about student competence (Darling-Hammond & Snyder, 2000).”
Examining The Quality Of The Evidence In Preservice Teacher Portfolios (2003, background): “Darling-Hammond and Snyder (2000) described portfolios as the most inclusive authentic assessment tool in which other forms of performances (e.g., cases, exhibitions, and problembased inquiries) are often included. D. Wolf (1993) described the portfolio process as a laborand time-intensive commitmen”
Inconvenient truths about teacher learning: towards professional development 3.0 (2016, background): “As Darling-Hammond & Snyder (2000) conclude, a major problem of teaching and teacher education is the problem of moving from intellectual understanding of the theory to enactment in practice.”
Toward a Pedagogy of Cases in Teacher Education (2002, background): “While research in the area is growing, signi cant gaps in research on the case method remain (Darling-Hammond & Snyder, 2000; Merseth, 1999).”
Evidence in Teacher Education (2006, background): “There is a growing body of evidence that indicates that such assessments can better evaluate instructional practice (Mitchell et al., 2001; Porter et al., 2001) and that they can serve as powerful professional learning experiences (Anderson & DeMeulle, 1998; Darling-Hammond & Snyder, 2000; Lyons, ”
Authentic Assessment for Student Learning: An ontological conceptualisation (2014, background): “Authentic assessment tasks sample real-life activities in realistic contexts (Darling-Hammond & Snyder, 2000; Wiggins, 1989), providing students with opportunities to collaborate with other people, including their peers.”
Authentic assessment, student and teacher perceptions: the practical value of the five‐dimensional framework (2006, background): “However, in occupational types of education where students are educated for a specific profession or where students are more practically instead of theoretically/thinking oriented, an authentic assessment should also be aligned to more occupation‐specific content and value performance standards th”
Training teachers in peer-assessment skills: effects on performance and perceptions (2004, background): “Skill-based learning is an ongoing issue, especially in the domain of Teacher Education (Kremer-Hayon & Tillema, 1999; Darling-Hammond & Snyder, 2000; James, 2000; Willems et al., 2000).”