Design for Excellence in Teacher Education: A Developmental Model for Student Assessment, Selection and Retention

Author(s)

Constance C. Cooper, The University of Akron
Carolyn Ridenour, University of DaytonFollow
Stephen J. Thompson, The University of Akron

Document Type

Article

Publication Date

7-1988

Publication Source

Journal of Teacher Education

Abstract

The social, political, and academic ramifications of the educational reform movement of the 1980s have led to an increased emphasis on testing of teachers. The authors present an assessment model for a preservice teacher education program that is developmental, allows for skills' enhancement, involves both arts and science and education faculty review, and includes several strategies for assessment other than standardized paper-and-pencil tests. The model is longitudinal, many faceted, and capable of providing indicators of needed programmatic change. After the assumptions underlying the model are presented, the sequence of assessments as implemented are described.

Inclusive pages

15-20

ISBN/ISSN

0022-4871

Comments

Permission documentation is on file.

Copyright

Copyright © 1988, American Association of Colleges for Teacher Education

Publisher

Sage Publications

Volume

39

Issue

4

Peer Reviewed

yes

eCommons Citation

Cooper, Constance C.; Ridenour, Carolyn; and Thompson, Stephen J., "Design for Excellence in Teacher Education: A Developmental Model for Student Assessment, Selection and Retention" (1988). Educational Leadership Faculty Publications. 96.
https://ecommons.udayton.edu/eda_fac_pub/96