Developing Embedded Signature Assessments for continuous improvement in teacher education
No Thumbnail Available
Date
2019-05
Authors
Mason, Kevin
Stanislawski, Debbie
Whitaker, Douglas
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The development and use of assessment systems to measure the performance and progress of teacher candidates and inform the continuous improvement of teacher education programs has been a longstanding priority in teacher education for the past 30 years. Teacher educators in the School of Education at a small public midwestern university revised and improved their assessment system by developing seven Embedded Signature Assessments (ESAs). ESAs are formative performance assessments that are implemented in professional education courses to measure a teacher candidate’s performance prior to student teaching and readiness for student teaching. This article describes the development and implementation of ESAs at one university, with attention to the benefits and challenges.
Description
Keywords
Embedded Signature Assessments , Performance assessment , Teacher education programs
Citation
Mason, K., Stanislawski, D., & Whitaker, D. (2019). Developing Embedded Signature Assessments for Continuous Improvement in Teacher Education. The Teacher Educator, 54(2), 171–192. https://doi.org/10.1080/08878730.2018.1520375