Assessors’ perspectives of an oral assessment within a teaching performance assessment

IF 4.1 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Julia Mascadri, Nerida Spina, Rebecca Spooner-Lane, Elizabeth Briant
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引用次数: 1

Abstract

Abstract Australia has recently implemented Teaching Performance Assessments (TPAs) as a national accreditation requirement to assess final year preservice teachers’ classroom readiness. In 2019, an Australian university developed a TPA to meet this requirement, comprising three written components and one oral component. This exploratory study investigated 18 TPA assessors’ perceptions of the oral component. Focus group data revealed that both explicit and latent assessment criteria influenced assessors’ professional judgments of the oral component. A discourse competence framework was used to analyse the data, illustrating how preservice teachers’ personal experience and their professional and institutional discourse competence are evident in their orals. Thematic analysis revealed that benefits and issues of fairness and equity contributed to assessors’ perspectives about the value of the oral component.
评核员对教学表现评估中口头评核的看法
摘要澳大利亚最近实施了教学绩效评估(TPA),作为评估最后一年职前教师课堂准备情况的国家认证要求。2019年,澳大利亚一所大学制定了一项TPA来满足这一要求,包括三个书面部分和一个口头部分。这项探索性研究调查了18名TPA评估员对口腔成分的感知。焦点小组数据显示,显性和隐性评估标准都会影响评估员对口语部分的专业判断。使用话语能力框架对数据进行分析,说明职前教师的个人经历以及他们的专业和机构话语能力是如何在他们的口语中表现出来的。专题分析显示,公平和公正的好处和问题有助于评估员对口头部分价值的看法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Assessment & Evaluation in Higher Education
Assessment & Evaluation in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
11.20
自引率
15.90%
发文量
70
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