Susan M Brookhart
Dados Biográficos
| ID | 1606115 |
|---|---|
| NOME | Susan M Brookhart |
| PRENOMES | Susan M |
| SOBRENOME | Brookhart |
| ASSINATURA | BROOKHART S M |
| AFILIAÇÕES | Duquesne University |
| ORCID | 0000-0002-1779-9870 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 19 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1990 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 2 |
Educational Assessment Knowledge and Skills for Teachers Revisited
In this article, I provide an update to a previous list of Educational Assessment Knowledge and Skills for Teachers. I argue that recent work in classroom assessment suggests expanding the list in several ways, adding additional statements about formative assessment’s connection to student learning and statements about assessment practices in their various contexts. This view of educational assessment knowledge and skills for teachers as contextu…
Classroom Assessment as Co-Regulated Learning
Current conceptions of assessment describe interactive, reciprocal processes of co-regulation of learning from multiple sources, including students, their teachers and peers, and technological tools. In this systematic review, we examine the research literature for support for the view of classroom assessment as a mechanism of the co-regulation of learning and motivation. Using an expanded framework of self-regulated learning to categorize 94 stu…
Fusing self-regulated learning and formative assessment
A Century of Grading Research
Grading refers to the symbols assigned to individual pieces of student work or to composite measures of student performance on report cards. This review of over 100 years of research on grading considers five types of studies: (a) early studies of the reliability of grades, (b) quantitative studies of the composition of K–12 report card grades, (c) survey and interview studies of teachers’ perceptions of grades, (d) studies of standards-based gra…
The quality and effectiveness of descriptive rubrics
This review synthesizes the findings of studies of the use of rubrics in education settings published from 2005 to 2013. The review included studies only if the rubrics involved met the definition of having coherent sets of criteria and performance level descriptions for those criteria. Compared to the results of a previous review by Jonsson and Svingby (Educational Research Review 2(2): 130–144, 2007), the frequency, scope, and rigor of studies …
Educational Assessment Knowledge and Skills for Teachers
The 1990 Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, & NEA, 1990) made a documentable contribution to the field. However, the Standards have become a bit dated, most notably in two ways: (1) the Standards do not consider current conceptions of formative assessment knowledge and skills, and (2) the Standards do not consider teacher knowledge and skills required to successfully work in the current accountabili…
Realities of Teaching in Racially/Ethnically Diverse Schools
This study identified similarities and differences among two groups of entry-level teachers from 10 different teacher-preparation institutions (N = 1,700)—those who began their careers in racially/ethnically diverse schools (25% or more racial minority students) and those who taught in schools with low levels of racial/ethnic diversity (10% or fewer racial minority students). Although the two groups did not differ on most measures, beginning teac…
"Response to Delandshere and Petrosky's "Assessment of Complex Performances
Response to Delandshere and Petrosky’s “Assessment of Complex Performances
A Pedagogy of Enrichment, Not Poverty
What according to exemplary teachers in the Pittsburgh Public Schools, constitutes a successful lesson ? What do the teachers plan to accomplisch, and how ? How are their plans altered during execution. What student reaction do teachers interpret as indicator of success ? The result, may be particular interest to teacher educators as they prepare prospective teachers for urban class-rooms. While these urban teachers employ many standard teaching …
Characteristics of Entering Teacher Candidates
Characteristics of entering teacher candidates, defined as students enrolled in their first education course, have been the focus of 44 studies located for this review. Four major categories of variables have been studied: (a) demographics and high-school background; (b) motivation to teach and career expectations; (c) confidence and optimism or anxiety and concerns about teaching; and (d) perceptions of the roles and responsibilities of teachers…
Empirical evidence that school-university collaboration is multicultural education
Realities of Teaching in Racially/Ethnically Diverse Schools
This study identified similarities and differences among two groups of entry-level teachers from 10 different teacher-preparation institutions (N = 1,700)—those who began their careers in racially/ethnically diverse schools (25% or more racial minority students) and those who taught in schools with low levels of racial/ethnic diversity (10% or fewer racial minority students). Although the two groups did not differ on most measures, beginning teac…
A Pedagogy of Enrichment, Not Poverty
What according to exemplary teachers in the Pittsburgh Public Schools, constitutes a successful lesson ? What do the teachers plan to accomplisch, and how ? How are their plans altered during execution. What student reaction do teachers interpret as indicator of success ? The result, may be particular interest to teacher educators as they prepare prospective teachers for urban class-rooms. While these urban teachers employ many standard teaching …
Empirical evidence that school-university collaboration is multicultural education
Empirical evidence that school-university collaboration is multicultural education
Characteristics of Entering Teacher Candidates
Characteristics of entering teacher candidates, defined as students enrolled in their first education course, have been the focus of 44 studies located for this review. Four major categories of variables have been studied: (a) demographics and high-school background; (b) motivation to teach and career expectations; (c) confidence and optimism or anxiety and concerns about teaching; and (d) perceptions of the roles and responsibilities of teachers…
A Pedagogy of Enrichment, Not Poverty
What according to exemplary teachers in the Pittsburgh Public Schools, constitutes a successful lesson ? What do the teachers plan to accomplisch, and how ? How are their plans altered during execution. What student reaction do teachers interpret as indicator of success ? The result, may be particular interest to teacher educators as they prepare prospective teachers for urban class-rooms. While these urban teachers employ many standard teaching …
Realities of Teaching in Racially/Ethnically Diverse Schools
This study identified similarities and differences among two groups of entry-level teachers from 10 different teacher-preparation institutions (N = 1,700)—those who began their careers in racially/ethnically diverse schools (25% or more racial minority students) and those who taught in schools with low levels of racial/ethnic diversity (10% or fewer racial minority students). Although the two groups did not differ on most measures, beginning teac…
"Response to Delandshere and Petrosky's "Assessment of Complex Performances
Response to Delandshere and Petrosky’s “Assessment of Complex Performances
Educational Assessment Knowledge and Skills for Teachers
The 1990 Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, & NEA, 1990) made a documentable contribution to the field. However, the Standards have become a bit dated, most notably in two ways: (1) the Standards do not consider current conceptions of formative assessment knowledge and skills, and (2) the Standards do not consider teacher knowledge and skills required to successfully work in the current accountabili…
The quality and effectiveness of descriptive rubrics
This review synthesizes the findings of studies of the use of rubrics in education settings published from 2005 to 2013. The review included studies only if the rubrics involved met the definition of having coherent sets of criteria and performance level descriptions for those criteria. Compared to the results of a previous review by Jonsson and Svingby (Educational Research Review 2(2): 130–144, 2007), the frequency, scope, and rigor of studies …
A Century of Grading Research
Grading refers to the symbols assigned to individual pieces of student work or to composite measures of student performance on report cards. This review of over 100 years of research on grading considers five types of studies: (a) early studies of the reliability of grades, (b) quantitative studies of the composition of K–12 report card grades, (c) survey and interview studies of teachers’ perceptions of grades, (d) studies of standards-based gra…
Fusing self-regulated learning and formative assessment
Classroom Assessment as Co-Regulated Learning
Current conceptions of assessment describe interactive, reciprocal processes of co-regulation of learning from multiple sources, including students, their teachers and peers, and technological tools. In this systematic review, we examine the research literature for support for the view of classroom assessment as a mechanism of the co-regulation of learning and motivation. Using an expanded framework of self-regulated learning to categorize 94 stu…
Educational Assessment Knowledge and Skills for Teachers Revisited
In this article, I provide an update to a previous list of Educational Assessment Knowledge and Skills for Teachers. I argue that recent work in classroom assessment suggests expanding the list in several ways, adding additional statements about formative assessment’s connection to student learning and statements about assessment practices in their various contexts. This view of educational assessment knowledge and skills for teachers as contextu…
Psychology (11 obras) · Mathematics education (9 obras) · Pedagogy (7 obras) · Computer Science (6 obras) · Student Assessment and Feedback (5 obras) · Sociology (4 obras) · Teacher Education and Leadership Studies (4 obras) · Formative assessment (3 obras) · Economics (2 obras) · Engineering (2 obras)