Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Apple, M.W. (2001). Educating the “right” way: Markets, standards, God, and inequality. New York: Routledge.
Assessment Reform Group (2002). Testing, motivation and learning, Cambridge: University of Cambridge, Faculty of Education.
Baume, D. (2001). A briefing on assessment of portfolios. LTSN Generic Centre, Assessment series No. 6. York: Learning and Teaching Support Network (LTSN).
Berliner, D.C. (1992). The nature of expertise in teaching. In F.K. Oser, A. Dick & J. Patry (Eds.), Effective and responsible teaching. San Francisco: Jossey Bass.
Berliner, D.C. (2001). Improving the quality of the teaching force. Educational Leadership, 58(1), 6–10.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–71.
Brown, G., & Irby, B.J. (2001). The principal portfolio (second edition). Thousand Oaks, California: Corwin Press.
Burroughs, R. (2001). Composing standards and composing teachers. The problem of National Board Certification. Journal of Teacher Education, 52(2), 223–232.
Burroughs, R., Schwartz, T.A., & Hendricks-Lee, M. (2000). Communities of practices and discourse communities: negotiating boundaries in NBPTS certification. Teachers College Record, 102, 346–376.
Center for Instructional Development and Research (2003). Approaches to assessment of teaching.
Cheng, Y.C. (2001). Teacher effectiveness in the new century: research for development and practice. In Y.C. Cheng, M.M.C. Mok, & K.T. Tsui (Eds.), Teaching effectiveness and teacher development-towards a new knowledge base (pp. 27–56). Dordrecht: The Hong Kong Institute of Education and Kluwer Academic Publishers.
Cochran-Smith, M. (2001). Higher standards for prospective teachers. What’s missing from the discourse? Journal of Teacher Education, 52(3), 179–181.
Connelly, M. (2002). Narrative inquiry, diversity and teacher education. Keynote presented at the Fourth International Conference on Teacher Education, Teacher Education as a Social Mission: A key to the Future, The Mofet Institute, Achva College, and The Ministry of Education, Department of Teacher Education, Israel.
Coolohan, J. (2002). Teacher education and the teaching career in an era of lifelong learning. OECD Education Working papers. Organisation for Economic Co-operation and Development, Directorate for Education.
Craig, C.J. (1998). The influence of context on one teacher’s interpretive knowledge of team teaching. Teaching and Teacher Education, 14(4), 371–383.
Craig, C.J. (2003). School portfolio development: A teacher knowledge approach. Journal of Teacher Education, 54(2), 122–134.
Crooks, T. (2003). Some criteria for intelligent accountability applied to accountability in New Zealand. Paper presented at the annual conference of the American Educational research Association. Chicago.
Darling-Hammond, L., Diez, M.E., Moss, P., Pecheone, R., Pullin, D., Schafer, W., & Vickers, L. (1998). The role of standards and assessment: A dialogue. In M. Diez (Ed.), Changing the practice of teacher education: Standards and assessment as a lever for change. Washington, DC: AACTE Publications.
Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16, 523–545.
Delandshere, G., & Arens, S.A. (2003). Examining the quality of the evidence in preservice teacher portfolios. Journal of Teacher Education, 54(1), 57–73.
Draper, J. (2001). Career decision-making in teaching: Does classroom work satisfy teachers? In Y.C. Cheng, M.M.C. Mok & K.T. Tsui (Eds.), Teaching effectiveness and teacher development-towards a new knowledge base (pp.297–315). Dordrecht: The Hong Kong Institute of Education and Kluwer Academic Publishers.
Eraut, M. (1994). Developing professional knowledge and competence. London: Falmer Press.
Fuller, F.F., & Bown, O.H. (1975). Becoming a teacher. In K. Ryan (Ed.), The education: The seventy-fourth yearbook of the national society for the study of education (pp.25–52). Chicago: University of Chicago Press.
Gipps, C.V. (1994). Beyond Testing. London: The Falmer Press
Gitlin, A., Peck, M., Aposhian, N., Hadley, S., & Porter, A. (2002). Looking again at insider knowledge, a relational approach to knowledge production and assessment. Journal of Teacher Education, 53(4), 303–315.
Handal, G., & Lauvas, P. (1987). Promoting reflective teaching: supervision in practice. Milton Keynes: SRHE and Open University Enterprises.
Hargreaves, A. (1999). Reinventing professionalism: Teacher education and teacher development for a changing world. Asia-Pacific Journal of Teacher Education & Development, 2(1), 92–104.
Hargreaves, A., & Goodson, I. (1996). Teachers’ professional lives: Aspirations and actualities. In I. Goodson & A. Hargreaves (Eds.), Teachers’ Professional Lives (pp.1–27). London: Falmer Press.
Interstate New Teacher Assessment and Support Consortium (2003). Model standards for beginning teacher licensing and development: A resource for State dialogue. The Council of Chief State School Offices.
Koster, B., Korthagen, F.A.J., Wubbels, T., & Hoornweg, J. (1996). Roles, competencies and training of teacher educators, a new challenge. In E. Befring (Ed.), Teacher education for quality (pp. 397–411). ATEE, Oslo: Lobo Grafisk.
Koster, B., & Dengerink, J. (2001). Towards a professional standard for Dutch teacher educators. European Journal of Teacher Education, 343–354.
Mabry, L. (1999). Portfolio Plus — a critical guide to alternative assessment. Thousand Oaks: Corwin Press, Inc.
Marland, P. (2001). Teachers’ practical theories: implications for teacher development. In Y.C. Cheng, M.M.C. Mok & K.T. Tsui (Eds.), Teaching effectiveness and teacher development-towards a new knowledge base (pp. 165–182). Dordrecht: The Hong Kong Institute of Education and Kluwer Academic Publishers.
Murray, F.B. (2001). The overreliance of accreditors on consensus standards. Journal of Teacher Education, 52(2), 211–222.
National Board for Professional Teaching Standards (1999). What teachers should know and be able to do. Washington, DC: NBPTS.
Niall, M. (2003). The dangers of testing. Educational Leadership, 60(5), 43–46.
Oser, F. (1998). Standards in teacher training. European Education, 30(2), 20–25.
Popham, J.M. (2001). Teaching to the test? Educational Leadership, 58(6), 16–20.
Rudduck, J. (1999). Teacher practice and the student voice. In M. Lang, J. Olson, H. Hansen & W. Bunder (Eds.), Changing schools/changing practices: Perspectives on educational reform and teacher professionalism. Louvain: Garant.
Shulman, L.S. (1988). A union of insufficiencies: Strategies for teacher assessment in a period of reform. Educational Leadership, 36–41.
Shulman, L.S. (1998). Teacher portfolios: A theoretical activity. In N. Lyons (Ed.), With portfolio in hand: Validating the new teacher professionalism (pp. 23–37). New York: Teachers College Press.
Scottish Executive (2002). Standard for chartered teacher, continuing professional development. GTC Scotland, EIS, COSLA, Scottish Executive.
Smith, K. (2002). Using student feedback for professional development. Invited plenary presentation at Middle East University, Ankara, Turkey.
Smith, K. (2003). Teacher educators’ professional knowledge — How does it differ from teachers’ professional knowledge? Paper presented at the annual AERA meeting. Chicago.
Smith, K. (in press). Assessment as gate-keeping in teacher education. In K. Smith & P. Frenkel (Eds.), Functions of Assessment in Teacher Education (Hebrew). Tel Aviv: Mofet Institute.
Smith, K., & Tillema, H. (1998). Evaluating portfolio use as a learning tool for professionals. Scandinavian Journal of Educational Research, 41(2), 193–205.
Smith, K., & Tillema, H. (2001). Long term influences of portfolios on professional development. Scandinavian Journal of Educational Research, 45(2), 183–203.
Spolsky, D., Horovitz, N., Lifschitz, D., Milstein, E., Steiner, J., & Ur, P. (2002). Core requirements for teachers of English: knowledge and performance. English Teachers’ Journal, 54, 3–9. ia]Sri Lanka., Minisitry of Education and Higher Education (2000). Guidelines for the Implementations of the Primary Education Reform.
Tillema, H., & Verberg, C. (2002). Recognizing competence-evaluation of an alternative teacher licensing assessment program. Studies in Educational Evaluation, 28, 297–313.
Van der Westhuizen, G.J., & Smith, K. (2000). Teachers’ portfolio reflections: a comparative analysis. Teacher Development, 4(3), 339–352.
Van Manen, M. (1999) Knowledge, reflection an complexity in teacher practice. In M. Lang, J. Olson, H. Hansen & W. Bunder (Eds.), Changing schools/changing practices: Perspectives on educational reform and teacher professionalism (pp.65–75). Leuven: Garant.
Wolf, K. (1991). The schoolteacher’s portfolio: Issues in design, implementation, and evaluation. Phi Delta Kappan, 73(2), 129–136.
Zeichner, K., & Wray, S. (2000). The teaching portfolio in US teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17, 613–621.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2005 Springer
About this chapter
Cite this chapter
Smith, K. (2005). New methods and perspectives on teacher evaluation. In: Beijaard, D., Meijer, P.C., Morine-Dershimer, G., Tillema, H. (eds) Teacher Professional Development in Changing Conditions. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3699-X_6
Download citation
DOI: https://doi.org/10.1007/1-4020-3699-X_6
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-3700-9
Online ISBN: 978-1-4020-3699-6
eBook Packages: Humanities, Social Sciences and LawEducation (R0)