Narrative Inquiry of Teacher Candidates’ Experiences With Performance-based Assessments (65720)
Session Chair: Danielle Lane
Saturday, January 7, 2023 (15:25)
Session: Session 5
Room: 317A
Presentation Type:Oral Presentation
As humans, we experience our lived narratives each day. These narratives vary in length, in timing, in composition, and in themes. As teacher educators, one of the narrative themes we explore is the use of performance-based assessments for the preparation and certification of teacher candidates. As such, this presentation highlights the lived experiences of five pre-service teacher candidates completing the edTPA performance-based assessment. Through narrative inquiry, stories of practice are composed for each teacher candidate enrolled in their final student teaching experience as dual special and elementary education majors. More specifically, this presentation paints a picture of our teacher candidates’ emotions, experiences, and insights surrounding performance-based assessment through a narrative arc. We share their narratives in order to shed light on the perceived benefits, drawbacks, and necessary changes to the implementation of high-stakes teacher education assessments. In doing so we explore the effects of the performance-based assessment on the experiences of teacher candidates. Further, conference participants will explore our takeaways, as instructors and researchers, from the narratives of our teacher candidates. Ultimately, this presentation shares the stories of our pre-service teacher candidates in an attempt to explore the process and impacts of summative performance-based assessments.
Authors:
Danielle Lane, Western Oregon University, United States
Katherine Baker, Elon University, United States
About the Presenter(s)
Dr Danielle Lane is a University Assistant Professor/Lecturer at Western Oregon University, United States
See this presentation on the full schedule – Schedule
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