Performance-Based Assessment of Secondary Mathematics Student Teachers

Abstract

Among recommended changes in preparation of teachers is a move toward more reliable methods for evaluating teachers' performance. Performance-based assessment has been a focal point of new standards for the certification of novice teachers, such as the INTASC principles. Here, we describe and analyze our initial attempt to carry out performance-based assessment of mathematics student teachers. We present action research that describes the development and implementation of an assessment instrument that relies on performance attributes and standardized grade criteria. We offer feedback from university supervisors, classroom cooperating teachers, and student teachers, who piloted the assessment instrument. We report the findings of our pilot study, based on analyses of performance data gleaned from the instruments as well as participant feedback. The results are presented in the form of responses to several questions about the study and our program. We conclude with a description of the next steps in our reform efforts.