Assessing Teacher Education: The Usefulness of Multiple Measures for Assessing Program Outcomes
Abstract
Productive strategies for evaluating outcomes are becoming increasingly important for the improvement, and even the survival, of teacher education. This article describes a set of research and assessment strategies used to evaluate program outcomes in the Stanford Teacher Education Program during a period of program redesign over the past 5 years. These include perceptual data on what candidates feel they have learned in the program (through surveys and interviews) as well as independent measures of what they have learned (data from pretests and posttests, performance assessments, work samples, employers’ surveys, and observations of practice). The article discusses the possibilities and limits of different tools for evaluating teachers and teacher education and describes future plans for assessing beginning teachers’ performance in teacher education, their practices in the initial years of teaching, and their pupils’ learning.
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1.
1. In 2001, the program began a pathway for “co-term” students beginning in the undergraduate years; and in 2003, an elementary education program was added, beginning with Stanford undergraduates, who receive a disciplinary bachelor’s degree and a master’s in education in 5 years.
2.
2. A very similar version of the survey was used in a study of 3,000 beginning teachers entering teaching through different programs and pathways in New York City. The results and the survey instrument are reported in Darling-Hammond, Chung, and Frelow (2002).
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