Date of Award
8-20-2018
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
School of Teaching and Learning
First Advisor
Barbara Meyer
Abstract
This study examined the assessment instruction of a four-year undergraduate secondary education program and its alignment to the teaching standards and the summative teacher licensure assessment. Document analyses were conducted on the program’s syllabi as well as the assessment portions of the InTASC standards and the handbook of the edTPA. Results highlighted several areas of misalignment in the areas of categorical concurrence, depth of knowledge, and range of knowledge. Also of note, preservice teachers in different secondary subject areas are receiving different amounts of assessment instruction. Additionally, local edTPA data was examined to highlight areas of strength and weakness. Students did not perform significantly higher or lower on the assessment task as opposed to the other two tasks (planning and instruction), but there were significant differences among rubrics within the assessment task. A new theoretical framework is introduced to conceptualize the assessment education needed for secondary education teachers to be considered assessment literate.
Recommended Citation
Frederking, Daniel M., "Teaching To Assess: an Evaluation of Assessment Education for Secondary Teacher Candidates" (2018). Theses and Dissertations. 1003.
https://ir.library.illinoisstate.edu/etd/1003
DOI
http://doi.org/10.30707/ETD2019.Frederking.D
Page Count
186
Included in
Educational Assessment, Evaluation, and Research Commons, Elementary and Middle and Secondary Education Administration Commons, Secondary Education and Teaching Commons
Comments
Imported from ProQuest Frederking_ilstu_0092E_11309.pdf