Minding the Gate
Challenges of High-Stakes Assessment and Literacy Teacher Education
Bibliographic Data
| ID | 12794698 |
|---|---|
| Authors | Susan D Martin (corresponding author), Maggie Chase, Mary Ann Cahill (0000-0003-1447-8489), Anne Gregory (0000-0003-3740-6728) |
| Year | 2011 |
| Volume | 7 |
| Issue | 4 |
| Pages | 352-370 |
| Publication date | 2011-10-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The New Educator (JOURNAL) |
| Journal identifiers | ISSN: 1549-9243 • E-ISSN: 1549-9243 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/1547688x.2011.619949 |
| OpenAlex | W2070382961 |
| Language | EN |
| Citations received | 1 |
| References cited | 7 |
As four teacher educators teaching a course associated with state-mandated assessment of literacy subject matter knowledge and instructional practices, we conducted a self-study of our experiences. In this article, we describe how high-stakes assessment further compounds the problematic nature of teaching and learning literacy in coursework. We discuss challenges associated with curriculum, instruction, assessment, and the social milieu of the course, as well as the ways that we have dealt with these challenges. Implications for teacher educators are discussed, as we all must deal with important issues in this era of accountability
Accountability · Coursework · Curriculum · Educational assessment · Literacy · Mathematics education · Pedagogy · Political science · Sociology · Standardized test · Subject matter · Teacher education · Psychology · Reflective Practices in Education · Student Assessment and Feedback · Teacher Education and Leadership Studies
| Citations per year | 0.08 |
|---|---|
| Citation span | 2014 - 2014 (1) |
| Highly cited | No |