One University's Pathway to a Change in Practice
This chapter focuses on the process of implementing problem based assessment at the college/university level in teacher education. Past research points to an overemphasis on factual information, lecture, and paper and pencil tests in higher education. Performance based assessment is discussed as an alternative and a measure that calls for students to demonstrate more active participation, critical thinking, and work that aligns more closely to what they will actually be engaged in in the field of education after graduation. Particularly, a case study of one university's path in the implementation of performance based assessment is highlighted. The process of implementing three specific performance based assessments are considered as well as roadblocks, assets, and specific methods found to be beneficial and/or challenging.
Moran, Renee; Keith, Karen; and Hong, Huili. 2016. One University's Pathway to a Change in Practice. Evaluating Teacher Education Programs through Performance-Based Assessments. 52-66. https://doi.org/10.4018/978-1-4666-9929-8.ch004 ISBN: 9781466699298