What We've Learned: Implementing a Standardized Performance Assessment During Clinical Teaching
Document Type
Article
Publication Date
2019
Abstract
From 2016 - 2019, candidates in Trinity University’s Master of Arts in Teaching program completed the Praxis Performance Assessment for Teachers (PPAT), as one requirement for successful program completion. In doing so, faculty learned important lessons about implementing performance assessment during clinical teaching. Unlike traditional measures, standardized performance assessments purport to predict teacher effectiveness while supporting the candidate and institutional learning. This can happen only if the process does not negate the product. Keys include identifying, communicating, and educating stakeholders; redefining roles; integrating coursework and clinical teaching; realigning program curriculum; scaffolding experiences for learning early and often; and supporting candidates and cooperating/mentor teachers.
Publisher
Texas Association of Teacher Educators
Repository Citation
Allen, L., & Crim, C. (2019). What we've learned: Implementing a standardized performance assessment during clinical teaching. The Texas Forum of Teacher Education, 9, 13-29.
Publication Information
The Texas Forum of Teacher Education