The dilemma of field experience assessment: Enhancing professional development or fulfilling a gate-keeping function?

The dilemma of field experience assessment: Enhancing professional development or fulfilling a gate-keeping function?

• Cheng, May May hung Dept. of Mathematics, Science, Social Sciences and Technology, Hong Kong Institute of Education
• Tang, Sylvia Yee Fan Dept. of Educational Policy and Administration, Hong Kong Institute of Education

Teacher Development, 12(3), 223-236, 2008

Routledge

2008

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness

Preservice Teacher Education Student Teachers Professional Development Teacher Education Programs Pilot Projects Inservice Teacher Education Formative Evaluation Summative Evaluation Foreign Countries Standards High Stakes Tests Field Experience Programs Hong Kong China

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

The field experience component in a teacher education programme serves both a gate-keeping function and a formative purpose that supports student teacher development. The authors were members of a research team which took care of the re-design of the assessment instrument for the field experience component of a teacher education programme, as well as conducting a pilot implementation test. The new assessment instrument, referred to as a Professional Development Progress Map, was developed with reference to the professional standards formulated by an official teacher education policy advisory body. This paper looks into the comments of the users, that is the supervisors and the student teachers (or participants, as in-service teachers were involved in the pilot implementation test) after the pilot implementation test. Findings suggest difficulties in using the Progress Map as a summative assessment instrument regarding the determination of grades and levels, making judgements based on observable performance and collection of evidence, and difficulty in assessing the domain 'Involvement in Education Community'. The discussion highlights the dilemma related to the use of professional standards as summative assessment instruments, and how users may be re-orientated to enhance the formative purpose. The paper concludes with suggestions on prudent use of the Progress Map.
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13664530802259289]

• English

Journal Articles

• 13664530

• 10.1080/13664530802259289

https://bibliography.lib.eduhk.hk/bibs/8eebe1cb

2010-11-24