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Reproduction and dissemination are encouraged. The Committee  appointed to this project completed its work in following reviews of earlier drafts by members of the measurement, teaching, and teacher preparation and certification communities.
Parallel committees of affected associations are encouraged to develop similar statements of qualifications for school administrators, counselors, testing directors, supervisors, and other educators in the near future.
These statements are intended to guide the preservice and inservice preparation of educators, the accreditation of preparation programs, and the future certification of all educators. A standard is defined here as a principle generally accepted by the professional associations responsible for this document.
Assessment is defined as the process of obtaining information that is used to make educational decisions about students, to give feedback to the student about his or her progress, strengths, and weaknesses, to judge instructional effectiveness and curricular adequacy, and to inform policy.
The various assessment techniques include, but are not limited to, formal and informal observation, qualitative analysis of pupil performance and products, paper-and-pencil tests, oral questioning, and analysis of student records. The assessment competencies included here are the knowledge and skills critical to a teacher's role as educator.
It is understood that there are many competencies beyond assessment competencies which teachers must possess. By establishing standards for teacher competence in student assessment, the associations subscribe to the view that student assessment is an essential part of teaching and that good teaching cannot exist without good student assessment.
Training to develop the competencies covered in the standards should be an integral part of preservice preparation. Further, such assessment training should be widely available to practicing teachers through staff development programs at the district and building levels.
The standards are intended for use as: The standards should be incorporated into future teacher training and certification programs. Teachers who have not had the preparation these standards imply should have the opportunity and support to develop these competencies before the standards enter into the evaluation of these teachers.
The Approach Used To Develop The Standards The members of the associations that supported this work are professional educators involved in teaching, teacher education, and student assessment.
Members of these associations are concerned about the inadequacy with which teachers are prepared for assessing the educational progress of their students, and thus sought to address this concern effectively.
A committee named by the associations first met in September and affirmed its commitment to defining standards for teacher preparation in student assessment.
The committee then undertook a review of the research literature to identify needs in student assessment, current levels of teacher training in student assessment, areas of teacher activities requiring competence in using assessments, and current levels of teacher competence in student assessment.
The members of the committee used their collective experience and expertise to formulate and then revise statements of important assessment competencies. Drafts of these competencies went through several revisions by the Committee before the standards were released for public review.
Comments by reviewers from each of the associations were then used to prepare a final statement. In recognizing the critical need to revitalize classroom assessment, some standards focus on classroom-based competencies.
Because of teachers' growing roles in education and policy decisions beyond the classroom, other standards address assessment competencies underlying teacher participation in decisions related to assessment at the school, district, state, and national levels.
The scope of a teacher's professional role and responsibilities for student assessment may be described in terms of the following activities.SECRETARY OF THE AIR FORCE AIR FORCE INSTRUCTION 16 FEBRUARY Personnel COMMISSIONING EDUCATION PROGRAM COMPLIANCE WITH THIS PUBLICATION IS MANDATORY ACCESSIBILITY: The three categories of these competencies are mapped to the Air Force leadership levels.
Developing Instructional Competencies CHAPTERSix OBJECTIVES After reading this chapter, the reader will be able to: on principles of effective instruction?
4. Which specific teaching and learning strategies can you use Lesson plans force teachers to iden-. The % online Master of Education, Curriculum & Instruction - Concentration in Special Education in Mild/Moderate Grades degree program is designed for certified teachers who teach students with mild/moderate disabilities across all grade levels and settings only.
DEPARTMENT OF THE AIR FORCE CFETP 8T/8T Headquarters US Air Force Parts I and II. Washington, DC 26 March teaching in affiliated schools.
The CIC is a professional credential that recognizes the curricula hours address AU's CoE and align with AF and joint competencies/learning areas; .
In order to derive the level of competencies of the teaching force, a survey was conducted measuring the perception on the level of competencies the teachers demonstrate.
On the other hand, the academic performance of the students was based from the grades attained from the English, Science and Technology, and Mathematics grades from the .
By establishing standards for teacher competence in student assessment, the associations subscribe to the view that student assessment is an essential part of teaching and that good teaching cannot exist without good student assessment.