Reliability and equity of subject delivery competencies: Perspectives of pre-service teachers

References

• Baartman, L., Gulikers, J., & Dijkstra, A. (2013). Factors influencing assessment quality in higher vocational education. Assessment & Evaluation in Higher Education, 38(8), 978–997. https://doi.org/10.1080/02602938.2013.771133
   Web of Science ®Google Scholar
• Baker, E.L. & O’Neil, F. (1995). Diversity, Assessment and Equity in educational reform. In M. T. Nettles, & A. L. Nettles (Eds.). Equity and excellence in educational testing and assessment. Evaluation in education and human services (Vol. 40, pp. 69–87). Dordrecth: Springer.
   Google Scholar
• Baume, D., & Yorke, M. (2002). The reliability of assessment by portfolio on a course to develop and accredit teachers in higher education. Studies in Higher Education, 27(1), 7–25. https://doi.org/10.1080/03075070120099340
   Web of Science ®Google Scholar
• Bisschoff, T., & Grobler, B. (1998). The management of teacher competence. Journal of In-service Education, 24(2), 191–211. https://doi.org/10.1080/13674589800200041
   Google Scholar
• Brownell, M. T., Sindelar, P. T., Kiely, M. T., & Danielson, L. C. (2010). Special education teacher quality and preparation: Exposing foundations, constructing a new model. Exceptional Children, 76(3), 357–377. https://doi.org/10.1177/001440291007600307
   Web of Science ®Google Scholar
• Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E & Rothstein, J. (2012). Evaluating teacher evaluation. Phi Delta Kappan Magazine, 93(6), 8–15. https://doi.org/10.1177/003172171209300603
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2012). The right start: Creating a strong foundation for the teaching career. Phi Delta Kappan Magazine, 94(3), 8–13. https://doi.org/10.1177/003172171209400303
   Web of Science ®Google Scholar
• Dziwa, D. D. (2013). Assessment procedures used in Art and Design main study at teacher education level in Zimbabwe. Academic Research International, 4(1), 82–92.
   Google Scholar
• Edelenbos, P., & Kubanek-German, A. (2004). Teacher assessment: The concept of ‘diagnostic competence’. Language Testing, 21(3), 259–283. https://doi.org/10.1191/0265532204lt284oa
   Google Scholar
• Fletcher, R. B., Meyer, L. H., Anderson, H., Johnston, P., & Rees, M. (2012). Faculty and students conceptions of assessment in higher education. Higher Education, 64(1), 119–133. https://doi.org/10.1007/s10734-011-9484-1
   Web of Science ®Google Scholar
• Goodwin, A. L. (1997). Assessment for equity and inclusion: embracing all our children. New York: Routledge.
   Google Scholar
• Gulikers, J. T. M., Kester, L., Kirschner, P. A., & Bastiaens, T. J. (2008). The effect of practical experience on perceptions of assessment authenticity, study approach, and outcomes. Learning and Instruction, 18(2), 172–186. https://doi.org/10.1016/j.learninstruc.2007.02.012
   Web of Science ®Google Scholar
• Gulikers, J., Bastiaens, T., & Kirschner, P. (2006). Authentic assessment, student and teacher perceptions: The practical value of the five dimensional-framework. Journal of Vocational Education and Training, 58(3), 337–357. https://doi.org/10.1080/13636820600955443
   Google Scholar
• Hénard, F. (2010). Learning our lesson: Review of quality teaching in higher education. Paris: OECD Publishing. https://doi.org/10.1787/9789264079281-en
   Google Scholar
• Johnson, S. (2013). On the reliability of high-stakes teacher assessment. Research Papers in Education, 28(1), 91–105. https://doi.org/10.1080/02671522.2012.754229
   Web of Science ®Google Scholar
• Lekalakala, M. G., Debeila, J. R., & Mokoena, M. A. (2013, September). Outcome-Based assessment: towards progression and promotion in the General and Training band (grades R (1) to 9). Paper/Poster presented at the 40th Annual International Conference of the Southern African Society for Education, Mafikeng, South Africa.
   Google Scholar
• Lovat, T., & Clement, N. (2008). Quality teaching and values education: Coalescing for effective learning. Journal of Moral Education, 37(1), 1–16. https://doi.org/10.1080/03057240701803643
   Web of Science ®Google Scholar
• Maphosa, R., & Ndamba, T. G. (2012). Supervision and assessment of student teachers: A journey of discovery for mentors in Bulawayo, Zimbabwe. Journal of Emerging Trends in Educational Research and Policy Studies, 3(1), 76–82.
   Google Scholar
• Masendeke, P. (1997). An investigation into the extent of effective implementation of the new primary school Environmental Science Curriculum in Zimbabwe (Unpublished Master’s Thesis). University of Zimbabwe, Harare.
   Google Scholar
• Mashava, R., & Chingombe, A. (2013). Teaching practice and the quality dilemma: Lessons from experiences of student teachers in Masvingo Province. Africa Education Review, 10(sup1), S134–S148.
   Google Scholar
• Mhlolo, M. K. (2014). Performance appraisal systems—equity perceptions of mathematics teachers: An exploratory study. Journal of Psychology in Africa, 24(6), 487–491. https://doi.org/10.1080/14330237.2014.997029
   Web of Science ®Google Scholar
• Milanowski, A. T., Heneman III, H. G., & Kimball, S. M. (2009). Review of teaching performance assessments for use in human capital management. University of Wisconsin-Madison.
   Google Scholar
• Monyatsi, P., Steyn, T., & Kamper, G. (2006). Teacher appraisal in Botswana secondary schools: A critical analysis. South African Journal of Education, 26(2), 215–228.
   Web of Science ®Google Scholar
• Nyaumwe, L. J., & Mtetwa, D. K. (2006). Efficacy of college lecturer and student peer collaborative assessment of in-service mathematics student teachers’ teaching practice instruction. The Mathematics Educator, 16(2), 35–42. https://files.eric.ed.gov/fulltext/EJ844245.pdf
   Google Scholar
• Organisation for Economic Co-operation and Development [OECD] (2005). School factors related to quality and equity: Results from PISA 2000. https://www.oecd.org/education/school/50293148.pdf
   Google Scholar
• Popham, J. W. (2013). Can classroom assessment of student growth be credibly used to evaluate teachers? English Journal, 103(1), 34–39.
   Google Scholar
• Shumba, O., Voss, I., & Zilg, A. (1997). Baseline Survey of the Better Environmental Science Teaching Programme (BEST) in primary schools and Teacher Training Colleges in Zimbabwe. Curriculum Development Unit & Technical Cooperation of Germany. Harare: GTZ.
   Google Scholar
• Shumba, O. (2000). Annual Monitoring and Evaluation Findings 2000 (BEST). Curriculum Development Unit (CDU) & Technical Cooperation of Germany. Harare: GTZ.
   Google Scholar
• Wadesango, N., Nduna, D., & Kurebwa, M. (2013). Teachers’ attitudes towards performance management in Zimbabwe. The Anthropologist, 15(2), 157–165. https://doi.org/10.1080/09720073.2013.11891302
   Google Scholar
• Yorke, M. (1998). The management of assessment in higher education. Assessment & Evaluation in Higher Education, 23(2), 101–116. https://doi.org/10.1080/0260293980230201
   Google Scholar
• Zireva, D., & Makura, A. H. (2013). Sexual harassment: The prevalent and insidious phenomenon among student teachers on teaching practice in Zimbabwe. The Anthropologist, 15(3), 313–322
   Google Scholar