Understanding Teaching
A Model for Assessment
Bibliographic Data
| ID | 4308574 |
|---|---|
| Authors | Andrew C Porter (0000-0001-9839-0462, corresponding author) |
| Year | 1988 |
| Volume | 39 |
| Issue | 4 |
| Pages | 2-7 |
| Publication date | 1988-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248718803900402 |
| OpenAlex | W1987638897 |
| Language | EN |
| Citations received | 4 |
| References cited | 9 |
Porter provides a framework for thinking about teacher assessment. Good teach ing is characterized and target domains for teacher assessment are outlined. A number of challenges to existing assess ment and plans for future assessment practices are identified. New systems of teacher assessment should be designed to triangulate across domains ofteacher knowledge, skills, and beliefs; teachers' classroom behaviors; and student out comes. Because an ideal system of teacher assessment will almost surely exceed available resources of knowl edge and effort, the costs and benefits of implemented teacher assessment practices must be evaluated to see if the expense is worth the results and to guard against undesirable side effects, such as elimination of minority teachers from the teacher corps
Alternative assessment · Guard (computer science) · Ideal (ethics) · Mathematics education · Pedagogy · Political science · Teacher education · Teacher Preparation · Collaborative Teaching and Inclusion · Computer Science · Education and Technology Integration · Psychology · Teacher Education and Leadership Studies
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,11 |
| Citation span | 1989 - 2009 (21) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |