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PERFORMANCE ASSESSMENT IN EDUCATIONAL LEADERSHIP PROGRAMS; James Berry and Ronald Williamson, EDITORS
(col11122)
Authors:
Jaclynn Tracy
,
James E. Berry
,
David Anderson
,
Gary Marx
,
Ella Burton
Summary:
The authors of this book draw on their experience at one of the nation’s largest leadership preparation programs, Eastern Michigan University. As often occurs in higher education the first steps to embrace performance activities were tenuous and begrudging. But as the work continued these faculty readily embraced a new ... this journey.
[Expand Summary]
The authors of this book draw on their experience at one of the nation’s largest leadership preparation programs, Eastern Michigan University. As often occurs in higher education the first steps to embrace performance activities were tenuous and begrudging. But as the work continued these faculty readily embraced a new pedagogy, became enthusiastic about the positive impact on students, and designed activities that both challenge students and significantly strengthen the instructional program. In each chapter the authors take a retrospective look at their experience and provide important insights into the improvement process. They offer a thoughtful critique of the changes in curriculum, instruction and assessment occurring in one program. Their learning offers important lessons to others embarking on this journey.
[Collapse Summary]
Language:
English
Popularity:
29.50%
Revised:
2009-09-26
Revisions:
New
Staging the Performance: The Challenge of Authenticity in Educational Leadership Performance Assessment
(m32050)
Author:
David Anderson
Keywords:
educational leadership
,
performance assessment
,
teacher preparation
Summary:
This chapter focuses on the unique challenges of performance assessment in the field of educational leadership. In Teacher Preparation programs, authentic assessment is challenging but doable. If you want to know if someone can teach, you should not ask them to write an essay about what lesson they would create ... is discussed.
[Expand Summary]
This chapter focuses on the unique challenges of performance assessment in the field of educational leadership. In Teacher Preparation programs, authentic assessment is challenging but doable. If you want to know if someone can teach, you should not ask them to write an essay about what lesson they would create given a set of materials and learning objectives. You should actually give them the materials, have them teach, and assess that performance. In Educational Leadership, true performance assessment is much more challenging. If we want to know if someone can lead, it is difficult to find a situation where she/he can lead and then have trained assessors evaluate her/his performance in that situation. And what products could be captured from that performance? This chapter addresses these challenges by outlining four interconnected phases for developing a performance assessment, involving twelve steps: Design (prioritizing the skill domain, choosing an assessment activity, choosing a product from that activity, brainstorming the characteristics of a good product, formulating those characteristics into a rubric, and setting benchmarks for the rubric), evaluation (piloting the assessment, and applying the rubric to a small number of students), implementation (training assessors, and applying the rubric to all students), and program development (evaluating the results, and returning to step #1). A specific example of these steps is provided, and the role of performance assessment in reconsidering the domain of knowledge/skills/dispositions for educational leadership is discussed.
[Collapse Summary]
Subject:
Social Sciences
Language:
English
Popularity:
40.64%
Revised:
2009-09-26
Revisions:
2
Popularity is measured as percentile rank of page views/day over all time
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