Document Type
Article
Publication Date
6-1-2018
Publication Title
Research and Practice in Assessment
Volume
13
First page number:
51
Last page number:
61
Abstract
Teacher education programs are under considerable pressure to evaluate their effectiveness in training new teachers. Over the last several decades there have been repeated calls for more systematic research on preservice teacher preparation programs. One institution has heeded this call, using the Video Assessment of Interactions and Learning (VAIL: Jamil, Sabol, Hamre, & Pianta, 2015) to annually assess teacher noticing of teacher student interactions in preservice teachers. While there was no significant difference in first-test and last-test VAIL scores, VAIL scores were shown to be related to final college GPA. Additionally, there was a difference in student effort on the VAIL assessment, as participants provided fewer responses at the end of their program than at the beginning. These data show that assessments can be overused with regard to preservice teacher education programs. Future VAIL implementation should consider assessment fatigue when designing preservice teacher evaluation.
Disciplines
Educational Assessment, Evaluation, and Research
File Format
File Size
674 KB
Language
English
Rights
IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/
Repository Citation
Wiens, P. D.,
Gromlich, M. D.
(2018).
Five Years of Video-Based Assessment Data: Lessons from a Teacher Education Program.
Research and Practice in Assessment, 13
51-61.
https://digitalscholarship.unlv.edu/tl_fac_articles/248