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Requirements for an Assessment Procedure for Beginning Teachers: Implications from Recent Theories on Teaching and Assessment by Anne Marie Uhlenbeck, Nico Verloop & Douwe Beijaard — 2002The purpose of this study was to determine the best approach to the development of procedures to assess beginning teachers. First, studies on teacher thinking, teacher development, teacher learning and teacher knowledge were reviewed to obtain information on the most current views on the nature of teaching. Second, studies on new approaches to teacher assessment and on issues of validity and reliability were examined. An analysis of these topics yielded a set of implications that could be used as a basis for an adequate evaluation procedure. We propose a framework that consists of 15 implications for the development of beginning teacher assessments. We illustrate how the framework was applied in the development of an assessment procedure for beginning teachers.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Anne Uhlenbeck
Leiden University, Leiden, The Netherlands
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ANNE MARIE UHLENBECK is a teacher educator at ICLON, Graduate School of Education, Leiden University, The Netherlands. She is working on her dissertation on the evaluation of beginning teachers of English as a foreign language.
- Nico Verloop
Leiden University, Leiden, The Netherlands
NICO VERLOOP is Professor of Education and Director of ICLON, Graduate School of Education, Leiden University, The Netherlands. His major research interests are teachers’ knowledge base, teachers’ practical knowledge, learning and professional development of teachers, and the evaluation of teachers. He is the coauthor of “Professional development and reform in science education: The role of teachers’ practical knowledge,” Journal of Research in Science Teaching (2001).
- Douwe Beijaard
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