The Perceptions of Student Teachers, Cooperating Teachers, and University Supervisors Regarding the Assessment of Student Teacher Performance
Open Access
- Author:
- Traister, Catherine Ann
- Graduate Program:
- Curriculum and Instruction
- Degree:
- Doctor of Education
- Document Type:
- Dissertation
- Date of Defense:
- September 01, 2005
- Committee Members:
- James F Nolan Jr., Committee Chair/Co-Chair
Dr Debra Freedman, Committee Member
Iris M Striedieck, Committee Member
Edgar Paul Yoder, Committee Member - Keywords:
- Student Teaching Assessment
- Abstract:
- This case study focuses on the perceptions of student teachers, cooperating teachers and university supervisors, from a small rural university, regarding assessment during the student teaching experience. A sampling from each study population shared their views, thoughts, experiences and recommendations for assessment. The participants were selected from a pool of student teachers that were identified by a methods instructor from each of the four majors. Each methods instructor was asked to identify all of the student teachers, from within their particular major, that performed well in their professional methods courses and could articulate well. From those students selected, the researcher attempted to choose an equal number of males and females while covering a wide geographical area. Once the student teachers were selected, the cooperating teacher and university supervisor that were assigned to each student teacher were identified. Data were collected by an interview method immediately after the conclusion of the student teaching semester. Eight student teachers, eight cooperating teachers and five university supervisors participated in the study. All of the participants responded to a series of semi-structured questions and audio-recordings were transcribed to provide a rich description. Reoccurring themes were present among the triad members and documents were analyzed to validate information that was provided. Methods of assessment that were described by the participants included; observations, conferences, formative and summative competency forms, journaling, video-taping, portfolios, PDE 430 forms, and letters of recommendation. Other graded assignments that were mentioned included; unit plans, lesson plans, and bulletin boards. The most referred to method of assessment was the formative and summative assessment form. All triad members agreed with the need for and importance of the document but most agreed that the document could be improved upon. None of the participants recommended eliminating any of the current forms of assessment, except for the PDE 430 form which was believed to be repetitive of other forms of assessment. Participants understand the value and importance of assessment and find each form helpful when executed in a consistent manner.