Teacher preparation programs are increasingly expected to use data on preservice teacher (PST) skills to drive program improvement and provide targeted supports. Observational ratings are especially vital, but also prone to measurement issues. Scores may be influenced by factors unrelated to PSTs' instructional skills, including rater standards.…

This mixed-methods study examined the use of web-based portfolios for developing preservice teachers' reflective skills. Building on the work of previous research, the authors proposed a set of reflection-based tasks to enrich preservice teachers' internship experiences. Their purpose was to identify (a) whether preservice teachers demonstrated…

Supporting student teachers in learning to teach is a collaborative effort by mentor teachers, teacher education supervisors, and student teachers. Each of the participants appraises effort and progress in learning to teach from different perspectives, however. This study explores how practice lessons are assessed by multiple raters. Teacher…

Increasingly, teacher educators recommend authentic, performance-related measures for evaluating teacher candidates. Nevertheless, more states are requiring teachers to pass high-stakes, minimum-competency exams. This study examined the relation between teacher candidate scores on authentic measures and their scores on certification exams required…

To assess the performance of student teachers, the authors describe two approaches to observation involving established observation inventories. Forty-nine competencies are identified, and results of student teacher performance are discussed and interpreted. (MT)

A performance-based student teacher evaluation process was investigated to see if halo and leniency errors could be eliminated. Results are presented. (MT)

This article describes the development of a scale for the observation of student teachers which would promote growth and improve the interaction of the student teacher, the cooperating teacher, and the faculty supervisor. A study involving use of the scale with 24 student teachers is described. (MT)

An assessment model for a preservice teacher education program is described that is developmental, allows for skills enhancement, involves both arts and science education faculty review, and includes evaluation strategies other than standard pen-and-pencil tests. Assumptions underlying the model are presented and the sequence of assessments as…

Investigated portfolios as a means of generating the evidence necessary to make judgments about student teachers' teaching and understanding. Data from institutions currently using portfolios indicated that teacher educators focused on rallying evidence that students were meeting standards without much opportunity for meaningful dialogue about…

Results are reported from a study to determine whether students (N=74) who were admitted to a teacher education program without meeting one or more admissions requirements differed in teaching performance and program completion from students (N=74) admitted on a regular basis. (IAH)

This study assesses the impact of professional development schools (PDSs) on preservice teachers, comparing PDS and non-PDS candidates at the point of licensure. Data sources include student teaching evaluations and portfolio presentations. Statistical analyses reveal PDS candidates scored significantly higher than non-PDS candidates on aspects of…

Suggests that teacher education faculty are not taking sufficient care in preventing weak, incompetent student teachers from attaining state licenses, noting factors contributing to the problem (e.g., the concept of incompetence is not sufficiently clear), placing incompetence on a continuum of teaching behaviors from criminality and malpractice…

Outlines recent efforts to analyze, document, or enhance the impact of collegiate teacher preparation on teaching, learning, and practice. Includes examples from empirical studies or reviews, national initiatives to make teacher preparation more assessment based and evidence driven, and regional efforts to assess the impact of naturally occurring…

Newly adopted policies for initial teacher licensure in Oregon shift evaluation focus from the acquisition of knowledge (approved program approach) to demonstration of successful application of that knowledge, as demonstrated by pupil achievement data. Rationale, implementation mechanisms, and implications for individuals, institutions, and…

Describes six rubrics for appraising the assessments teacher interns create and use in student teaching. The rubrics help teacher educators make judgements about student teachers' knowledge and skill in developing assessments. The six criteria are: alignment with learning outcomes, clarity/understanding of assessment, reliability, feasibility,…