| 000 -LEADER |
|---|
| fixed length control field |
03703nam a22002057a 4500 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| ISBN |
9780367332129 |
| 041 ## - LANGUAGE CODE |
|---|
| Language code of text/sound track or separate title |
eng. |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
370.711 |
| Item number |
WYA-P |
| 100 ## - MAIN ENTRY--AUTHOR NAME |
|---|
| Personal name |
Wyatt-Smith, Claire |
| Relator term |
author. |
| 245 ## - TITLE STATEMENT |
|---|
| Title |
Professionalizing teacher education : |
| Sub Title |
performance assessment, standards, moderation, and evidence / |
| Statement of responsibility, etc |
Claire Wyatt-Smith ...[et al.] |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Place of publication |
London : |
| Name of publisher |
Routledge, |
| Year of publication |
2022. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Number of Pages |
276p. |
| Other physical details |
illustrations (black and white) |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc |
Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
<P><STRONG>Part 1. Conceptualization, Design and Implementation</STRONG> 1. Standards, large-scale evidence, professional judgment, and the affordances of digital technologies in teacher education 2. The move to assessing competence in professions 3. Three essential features in a new conceptualization of complex performance assessments: Authenticity, system and site validity, and intelligent accountability<B> </B>4. How do we know that teacher graduates are ready for professional practice? Designing an assessment for evidence of readiness<B> </B>5. Teaching Performance Assessments and Considerations of Fairness (<I>Joy Cumming and Diana Pullin</I>) <B>Part 2. Data Analytics, Systems Thinking and Digital Architecture </B>6. Validation, reliability and standard setting in the GTPA: A focus on methodologies and judgment 7. The design features of cross-institutional moderation for demonstrating comparability: Building a nationally sustainable model 8. Why teacher education needs a feedback loop: Connecting standards and evidence to inform program planning and renewal 9. Changing culture in Initial Teacher Education: How shall we know quality and impact?<B> </B>10. Teaching performance assessments and considerations of potential legal challenges (<I>Diana Pullin and Joy Cumming</I>) 11. Our journey of discovery: Looking back, looking sideways, and looking forwards</P> |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc |
This book provides a significant contribution to conversations about teacher quality and graduate readiness for teaching. It presents empirical insights into how a multidisciplinary team of researchers, teacher educators, and policy personnel mobilized for collective change in a standards-driven reform initiative. The insights are research-informed and critically relevant for anyone interested in teacher preparation and credentialing. It gives an account of a bold move to install a collaborative culture of evidence-informed inquiry to professionalize teacher education. <br/><br/>The centerpiece of the book is the use of standards and evidence to show the quality of graduates entering the teaching workforce. The book presents, for the first time, a model of online cross-institutional moderation as benchmarking to generate large-scale evidence of the quality of teacher education. The book also introduces a new conceptualization of a feedback loop using summative data for accountability and formative data to inform curriculum review and program renewal.<br/><br/>This book offers the insider story of the conceptualization, design, and implementation of the Graduate Teacher Performance Assessment (GTPA). It involves going to scale with a large group of Australian universities, government agencies, and schools, and using participatory approaches to advance new thinking about evidence-informed inquiry, cross-institutional moderation, and innovative digital infrastructure.<br/><br/>The discussion of competence assessment, standards, and change processes presented in the book has relevance beyond teacher education to other professions. |
| 546 ## - LANGUAGE NOTE |
|---|
| Language note |
English. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical Term |
Teachers |
| General subdivision |
Training of |
| Geographic subdivision |
Australia. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical Term |
Teaching |
| General subdivision |
Standards |
| Geographic subdivision |
Australia. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Books |
