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How beginning teachers use standards and assessment to understand the learning of their students

James I Schmucker, University of Nebraska - Lincoln

Abstract

This study centered around recent graduates from a Midwestern university's teacher preparation program. Teachers in the first or second year of their careers were interviewed, as were their supervising administrators. The teachers talked about their beginning level of knowledge in assessing students and planning instruction based on assessment data. The administrators and teachers discussed the use of both formal testing data and informal classroom observations. ^ The interviews revealed that the teachers did not feel prepared to measure student achievement when they left college. The teachers and administrators agreed that the skills used to assess student achievement came from their experience in the school district. The teachers also felt that their preparation in teaching to content standards was inadequate. ^ The interviews generated two other topics that were confirmed as important subjects by further research. Beginning teachers need the support that administrators and other experienced teachers can provide. An induction or mentoring program can help new teachers acquire necessary skills and learn job expectations specific to a school district. Another area of concern was that students need to have more “real teacher” experiences and knowledge while they are in a teacher preparation program. Colleges can help prepare teachers for the reality of classrooms by collaborating with public schools. ^

Subject Area

Education, Tests and Measurements|Education, Teacher Training

Recommended Citation

Schmucker, James I, "How beginning teachers use standards and assessment to understand the learning of their students" (2003). ETD collection for University of Nebraska - Lincoln. AAI3116605.
http://digitalcommons.unl.edu/dissertations/AAI3116605

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