Link to the University of Pittsburgh Homepage
Link to the University Library System Homepage Link to the Contact Us Form

Beyond summative evaluation: The Instructional Quality Assessment as a professional development tool

Matsumura, Lindsay Clare and Crosson, Amy and Boston, Melissa D and Levison, Allison and Junker, Brian and Resnick, Lauren B (2006) Beyond summative evaluation: The Instructional Quality Assessment as a professional development tool. Technical Report. National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California, Graduate School of Education & Information Studies.

[img]
Preview
PDF
Published Version
Available under License : See the attached license file.

Download (224kB)
[img] Plain Text (licence)
Available under License : See the attached license file.

Download (1kB)

Abstract

In order to improve students' opportunities to learn, educators need tools that can assist them to reflect on and analyze their own and others' teaching practice. Many available observation tools and protocols for studying student work are inadequate because they do not directly engage educators in core issues about rigorous content and pedagogy. In this conceptual paper, we argue that the Instructional Quality Assessment (IQA)--a formal toolkit for rating instructional quality that is based primarily on classroom observations and student assignments--has strong potential to support professional development within schools at multiple levels. We argue that the IQA could be useful to "teachers" for analyzing their own and their colleagues' practice; additionally, the IQA could aid the efforts of "principals" in their work as instructional leaders, identifying effective practitioners to help lead professional development within a school and targeting professional development needs that would require external support. Although the IQA was designed for summative, external evaluation, we argue that the steps taken to improve the reliability of the instrument--particularly the efforts to make the rubric descriptors for gradations of instructional quality as transparent as possible--also serve to make the tool a resource for professional growth among educators. The following are appended: (1) Abridged Version of the Principles of Learning; (2) Relationship between Checklist Ratings and Rubric Scores; and (3) Accountable Talk Function Checklist. (Contains 3 notes, 1 table, and 1 figure.)


Share

Citation/Export:
Social Networking:
Share |

Details

Item Type: Monograph (Technical Report)
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Matsumura, Lindsay Clarelclare@pitt.eduLCLARE
Crosson, Amy
Boston, Melissa D
Levison, Allison
Junker, Brian
Resnick, Lauren Bresnick@pitt.eduRESNICK
Monograph Type: Technical Report
Date: 2006
Date Type: Publication
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Publisher: National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Place of Publication: University of California, Graduate School of Education & Information Studies
Institution: National Center for Research on Evaluation, Standards, and Student Testing
Schools and Programs: School of Education > Learning Sciences and Policy
Refereed: Yes
Official URL: http://eric.ed.gov/?q=++Beyond+summative+evaluatio...
Other ID: ED492870
Additional Information: Copyright holders: The Regents of the University of California
Date Deposited: 09 Oct 2015 17:30
Last Modified: 31 Jul 2020 19:10
URI: http://d-scholarship.pitt.edu/id/eprint/26208

Metrics

Monthly Views for the past 3 years

Plum Analytics


Actions (login required)

View Item View Item