Evidence in Teacher Education
The Performance Assessment for California Teachers (Pact)
Bibliographic Data
| ID | 4801290 |
|---|---|
| Authors | Raymond L Pecheone, Raymond Pecheone, Ruth R Chung (Stanford University) |
| Year | 2006 |
| Volume | 57 |
| Issue | 1 |
| Pages | 22-36 |
| Publication date | 2006-01-01 |
| 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 | 10.1177/0022487105284045 |
| OpenAlex | W2117168893 |
| Language | EN |
| Citations received | 49 |
| References cited | 10 |
The Performance Assessment for California Teachers (PACT) was developed in response to a California State mandate (SB 2042), requiring teacher preparation programs to use performance assessments as one measure in making credentialing decisions. In this article, results are examined from statewide implementation of the PACT assessments during the first 2 pilot years. Despite the limitation of only 2 years of data, 3 years of implementation experiences have informed participating programs about how they can better support candidate learning and identify areas for examination. In addition, this research suggests that the PACT performance assessment can be used in teacher education as a valid measure of individual teacher competence for the purpose of teacher licensure and as a powerful tool for teacher learning and program improvement
Competence (human resources) · Credentialing · Licensure · Mandate · Mathematics education · Medical education · Pact · Pedagogy · Political science · Teacher education · Teacher Preparation · Diverse Educational Innovations Studies · Medicine · Psychology · Social Psychology · Teacher Education and Assessments · Teacher Education and Leadership Studies
Assessing teacher candidates' general pedagogical/psychological knowledge
Teacher education around the world
The Politics of Accountability
New Teachers’ Career Intentions
To See is Not to Own
A Balancing Act
What Does It Mean to Be Student Centered? An Institutional Case Study of edTPA Implementation
Creating “Cultures of Evidence” in Teacher Education
La représentation sociale de l’évaluation des apprentissages chez des finissants d’un programme universitaire en éducation préscolaire et en enseignement primaire
EdTPA implications for teacher education policy and practice
Using multiple measures of teaching quality to strengthen teacher preparation
Pre-service training programme assessment and attitudes of future secondary teachers in Spain
Low Inter-Rater Reliability of a High Stakes Performance Assessment of Teacher Candidates
More Evidence of Low Inter-Rater Reliability of a High-Stakes Performance Assessment of Teacher Candidates
Performative enactments of teacher evaluation
Stichwort
Performance assessment in teacher education research—A scoping review of characteristics of assessment instruments in the Dach region
Unterrichtsplanungskompetenz von (angehenden) Deutschlehrkräften der Sekundarstufe
A scoping review of classroom readiness
Development and Validation of a Music Teacher Candidate Assessment
Using Data for Program Improvement in Teacher Education
Examining the relationship between the Educative Teacher Performance Assessment and preservice teachers' pedagogical content knowledge
General pedagogical knowledge, pedagogical adaptivity in written lesson plans, and instructional practice among preservice teachers
Repertoires of practice
Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies
Teacher candidate performance assessments
Using an analogy in the introduction of a portfolio
Taking the next step
Studying teacher noticing
Predictive validity of a competence-based admission test − mentors’ assessment of student teachers’ occupational aptitude
Cross‐curricular competencies of student teachers
Concurrent Validity of Standards-Based Assessments of Teacher Candidate Readiness for Licensure
Évaluer la formation pratique des enseignants
Digital peer assessment in school teacher education and development
Exploring the Influences of a Partner-Based Teacher Credential Program on Candidates’ Performance Outcomes
Strengthening Clinical Preparation
Assessing the Assessment
Unstandardized Responses to a “Standardized” Test
Preservice Teachers' Mathematics Teaching Competence
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers' Classroom Practice
Predicting Performance
Using Evidence for Teacher Education Program Improvement and Accountability
Teacher Education and the American Future
Preservice Teachers' Skills to Identify Effective Teaching Interactions
Assessing Teacher Education
It Is Complicated
Observation and Teacher Quality
A Framework for Improvement
Assessing Accomplished Teaching
| Unique citing works | 49 |
|---|---|
| Citations per year | 2,45 |
| Citation span | 2006 - 2026 (21) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 49 |