Published February 19, 2024 | Version v1
Publication Open

ATE Assessment Practices: Reconceptualizing the Role of Participants in Professional Development Evaluation

  • 1. The Evaluation Center, Western Michigan University, Kalamazoo, MI,
  • 2. Department of Political Science, Edmonds College, Lynnwood, WA
  • 3. Assessment and Evaluation Research Center, University of Melbourne, Melbourne, Vic, 3010, Australia
  • 4. Faculty of Education, University of Melbourne, Melbourne, Vic, 3010, Australia

Description

Research shows formative assessments substantially strengthen learning and support summative assessment/evaluation practices. These practices are not widely applied in ATE's professional development (PD) efforts. This study focuses on participant teachers' assessment involvement to increase student learning and enhance outcome evaluations. We surveyed all principal investigators of ATE projects in 2022 who applied assessments in their 2021 PD efforts (N=70). Findings show that a minority of PD efforts apply formative assessment practices to strengthen PD outcomes or meet ATE's evaluation specifications. Assessment practices were most prevalent for summative purposes at the close of PD activity; a large majority assessed teachers' interest and learning in the PD and their intentions to use and teach what was learned on return to their classrooms. A third or less followed up to assess outcomes in teachers' schools. Similarly, thirty percent or less addressed matters of context at any stage of the PD efforts, and a few, 11 percent, followed up to assess the context in the schools. Concomitantly, the findings show where and how attention to formative assessment in the PD learning process can increase teacher involvement in assessment practices, making PD instruction more effective and strengthening outcome evaluations in participant teachers' home classrooms.

Files

Gullickson_Datta_Gullickson_Chen_ATE Assessment Practices_2-19-23_DOI.pdf

Files (443.5 kB)

Additional details

Funding

A Workshop to Improve the Assessment of Professional Development in Technician Education 1853472
National Science Foundation