Section D
Guidelines Based Upon Four Defined Purposes for
Assessment of Teacher Technology Competence
General Guidelines
1. For a statewide snapshot of teacher competency and for large scale planning of professional development: (not necessarily possible to disaggregate):
- Self-report surveys could be efficient, effective, reliable and valid if
individual teachers are anonymous and
assessment causes no individual consequences
- Scientific sampling should be used (unless all teachers participate)
- Could be bolstered by validation, calibration, weighting of survey data using other methods
2. For feedback to individual teachers, schools, districts, intermediate agencies or states for their professional development planning (built up from smaller units of analysis, not necessarily valid for statewide estimates unless valid sampling or full population measurements are done):
- Self-report surveys could be efficient, effective, reliable and valid if assessment causes no individual consequences;
- Individual teachers may or may not be anonymous;
- Should be available to all teachers, not done on a sampling basis, although;
- Could satisfy purpose (1) if a scientific sample is assessed first and then the assessment is offered to additional teachers.
3. For certification / accountability for individual teachers:
- Specific reliable and valid measurement methods will depend on the details of the project;
- Measure should be sensitive to changes over time in individual teachers, so correlations with outcomes can be analyzed;
- If possible it would be cost-effective and useful to implement the same instruments for this and the other assessment purposes above.
 |
 |
 |
|
|
 |
|
|
 |
 |
 |
 |
Chapter Summary Assessment Strategies and Examples Instruments Alternative Assessments Guidelines Statewide Implementation Guidelines Detailed Guidelines |
||
|
|
 |