Improvement of Teacher Quality by Use of Portfolios Documenting Teachers Work - Report Example

Teacher Performance Assessments for Improvement of Teacher Quality by Use of Portfolios Documenting Teachers’ Work. Introduction The key to improving students’ learning outcomes lies in placing effective and highly skilled teachers in the classroom. In order to realise this, practical standards and practices assessing teacher effectiveness are crucial (Darling-Hammond 2010).In a recent report presented to the Center for American Progress, Edward Crowe, a policy analyst, outlined the need for accountability systems for teacher effectiveness in the classroom (Crowe 2010). When talking about accountability systems for teacher effectiveness, the notion of teacher performance assessments intuitively comes in mind. According to Palm (2008:4-5) performance assessment generally refers to the use of different strategies and instruments to collect data that will be used to evaluate and make decisions relating to the efficiency and effectiveness of an individual’s performance. Similarly, Boud (2000: 151) notes that assessment entails identifying appropriate criteria and standards and subsequently making judgment or an evaluation about quality. Performance assessments are often conducted with the aim of obtaining information that will help to improve the quality of performance. A portfolio is a good example of an assessment strategy that can be used to gauge teacher effectiveness and the performance of student. Painter (2001:31) describes a teacher portfolio as; “a documented history of a teacher’s learning process against a set of teaching standards”. Painter further notes that a portfolio is more than just a collection of written documents or an elaborate scrapbook. Instead, it is a form of an individualised portrait of the teacher as a professional, showing and reflecting on his or her practice and philosophy. This portrait is wholly realised through the teacher’s deliberate and keen selection of artifacts and thoughtful reflections of the chosen artifacts (Painter, 2001:31). Darling-Hammond (2010) and Kennedy (2010) agree that teacher performance assessments significantly help to improve teacher quality. Kennedy (2010:2) particularly notes that teacher assessment can help to contribute in the quality of an individual’s teaching profession and the quality of the teaching workforce as a whole. A considerable number of studies have identified teacher quality as one of the significant variables of enhancing student achievement (Darling-Hammond 2010; Sanders & Horn 1998). It is therefore worth questioning what the term “teacher quality” entails. Kennedy (2010: 3) observes that the term “teacher quality” has over the years become so widely used such that it lacks a precise and clear meaning. Kennedy notes that most policy analysts and researchers use the phrase “teacher quality” to refer to tested ability. This in turn implies that teacher quality is brought about by the ability of teachers to attain high test scores. Kennedy further notes that others use the term “teacher quality” to refer to high credentials (Kennedy (2010: 3). On the other hand, Lewis (1999:5) and Cochran-Smith & Zeichner (2005:40), assert that, teacher quality can be viewed in two dimensions. The first dimension entails teacher preparation and qualification. The second dimension entails teacher practice and its effects of the performance of students. Personally, I think that the sentiments of Lewis (1999) and Cochran-Smith & Zeichner (2005) capture the notion of teacher quality best. This critical reflection will particularly focus on the second dimension of teacher quality which entails teacher practice and its effects on the performance of students. The assessment practice for this critical reflection is teacher performance assessments for improvement of teacher quality by use of portfolios documenting teachers' work. In this paper, I will foremost discuss the use of teacher portfolio as an assessment tool or strategy. The essay will then critically reflect on this assessment practice by drawing on four theoretical constructs related to teacher performance assessments using teacher portfolio. The four theoretical constructs that will be highlighted in this paper include; assessment as a social practice, assessment and communities of practice, assessment ethics and assessment subjectivity. The essay will then develop an action plan to develop own assessment practice by drawing on the sentiments of Boud (2000). Use of Portfolios Personally, I think that the use of a teacher’s portfolio is an effective and efficient way of gauging students’ performance, teacher effectiveness and enhancing learning. With reference to the sentiments of Painter (2001:31), I think that the use of a portfolio enables teachers to incorporate a collection of written document and work samples which act as evidence for learning. From time to time, the teacher can refer back to the portfolio or reflect on the different aspects of the portfolio in order to obtain insights that can facilitate their growth and improvement of their practice. In her article, “The Role of Assessment in a Learning Culture” Shepherd (2000:4) observes that effective assessment does not involve giving grades or meeting the accountability demands of external authorities rather an effective assessment is one that can be employed as part of instruction to enhance and support learning. Based on the sentiments of Shepherd (2000:4), I think that the use of teacher portfolio can help to facilitate effective assessment since portfolios can be used as part of instruction to enhance and support learning. As earlier stated, a portfolio is a documented history of a teacher’s learning process against a set of teaching standards” (Painter 2001:31). For instance, a collection of lesson plans used over time can be incorporated into a teacher’s portfolio. Occasionally, the teacher may refer to these lesson plans in order to gain insight on how their lesson planning, teaching strategies or organisation skills have improved. The teacher may also refer back to his or her portfolio to identify strengths, weaknesses or areas that require improvements. By doing this, the teacher engages in self-assessment where he or she plays the lead role in assessing the quality of their teaching practice. This can in turn lead to enhancement of learning and improvement of teacher quality particularly in relation to teacher practice and its effects on the performance of students (Cochran-Smith & Zeichner 2005). Due to the versatile nature of the teaching profession, teacher portfolios may not necessarily incorporate written documents. Depending on the subject or the nature of learning activities, teacher portfolio may include a collection of photographic, video, text and audio evidence. Evidently, this type of portfolio collection necessitates the use of technology. In respect to the use of technology in creating teacher portfolios Chan (2009) highlights that e-portfolio may involve the use of mobile phones to collect text, audio and video evidence. This evidence can be subsequently archived on video or photo sharing and storing websites. Moreover, Chan (2009) observes that social networking websites provide a platform for transferring and sharing portfolio collection. Based on the Chan (2009:116-117) sentiments, it is apparent that the use of e-portfolios can help to enhance learning and contribute to the improvement of teacher quality. For example, the use of social networking site based e-portfolios can facilitate the sharing of evidence or information amongst a group of teachers specialising in the same field. Using this avenue, teachers can exchange ideas or provide feedback on how to improve the quality of their practice in particular areas. Assessment as a social practice According to Lund (2008), the increased emphasis on portfolio assessment is more aligned with a sociocultural view of learning and teaching where assessment is essentially considered a social practice. Assessment is conceptualized as a social and cultural activity itself which involves all the parties engaged in it regardless of whether they initiated it or are the subjects of it. Lund argues that a sociocultural perspective of assessment situates the practice at the intersection of individual, interactional and institutional levels where assessment is not the individual information processing attribute of an individual assessor but a social practice mediated by social, material and contextual means. Cognitive, constructivist and sociocultural theories under the social constructivist conceptual framework as outlined by Shephard (2000) have emphasised on assessment as a social practice by emphasizing on the process of learning as socially and culturally determined. Shephard (2000) observes that some of the propositions of this framework is that intellectual abilities are socially and culturally developed, that learners construct knowledge within a social context mediated by cultural tools (Lund 2008) and that new learning is shaped by prior knowledge and cultural perspectives. Therefore, from a sociocultural perspective, assessment is a goal oriented and mediated action where the learner’s ability for sharing and constructing knowledge through joint efforts and using available artifacts is assessed. Lund argues that this perspective is a more comprehensive and valid approach to assessment as it would create new opportunities for learning if assessment, learning and instruction are aligned. Lund states that assessment is dependent on the shared thinking, mutual support and common knowledge of school subjects. Therefore, the legitimacy of assessment as represented by the grades assigned to learners is contingent on assessors coordinating their own perspectives with those of others (Lund 2008). I endorse Lund’s conceptualization of assessment in calling for the alignment of assessment, learning and instruction to create new learning opportunities. In my own understanding of assessment as a social practice, the meanings that I construct for learners must be shared for my assessment of their learning to make sense. My interpretation of the learning material or the curriculum must be valid to them and they must share the same interpretation for the grades that are assigned to them to be legitimate or valid. Similarly, as an educator, I must also coordinate my views and knowledge with other assessors and with my supervisor for my professional development. In essence, the meanings and interpretations that I bring into the assessment practice are socially situated, at the intersection of my and learner’s individual as well as collective efforts. The use of a teacher portfolio to improve teacher quality is consistent with the view of assessment as a social practice form a sociocultural perspective as argued by Lund (2008). Incorporating the second dimension of teacher quality- practice and its effect on student’s performance-as postulated by Lewis (1999) and Cochran-Smith & Zeichner (2005), the use of teacher portfolios gives the teacher self assessment opportunities to improve their instructional methods by allowing them to identify strengths and weaknesses based on learner’s performance. The use of teacher portfolios documenting teacher’s work facilitates the growth and improvement of teachers’ practice and allowing them to reflect on their instructional methods, mediate the learning process for both teachers and learners. Therefore, assessment becomes a social practice involving both teachers as initiators and learners who become involved in creating new learning opportunities through assessment as the subjects. Assessment and Communities of practice Having socially situated assessment at the intersection of individual, interactional and institutional levels (Lund 2008), it is of fundamental importance that assessment practices are undertaken within communities of shared practice where “nothing in the assessment process is hidden and students become assessors of their own learning” (Elwood and Klenowski 2002). Elwood and Klenowski (2002) outline what constitutes communities of shared practice, in this case the community of shared assessment practice. Such communities are borne out of pedagogical approaches rooted in the constructivist learning theory where students or learners participate in the learning curriculum and where understandings concerning what they are doing or what is being done to them are shared within a community of assessors (Elwood and Klenowski 2002 p246). Continuity is of fundamental importance in creation of communities of shared practice especially for postgraduate teachers as they are assessors of students’ learning while simultaneously being assessed by their supervisors. This implies that they both participate in as well as assess learning in a community of shared practice aimed at encouraging and supporting learning that includes their students or learners, themselves and their supervisors. Lund (2008) refers to the role played by teachers in these communities of practice by describing teachers as a community of assessors whose responsibility is to encourage and support learning. My own take of teacher portfolios is that they present the opportunities both for collaboration within the community and for the creation or discovery of new learning opportunities which Lund repeatedly refers to as fundamental for innovation in education. According to Lund (2008), teachers have access to the activities that constitute the basis for the assessment as well as the context in which these activities are embedded (Lund 2008:48).From a personal perspective, I can establish a direct link between Lund’s statement and teacher portfolios contain lesson plans, lesson templates, teaching strategies, and other forms of documentary evidence which refer to the activities constituting the basis for assessment as well as the context. Assessment as a social practice is closely related to assessment within communities of shared practice. As a demonstration, I would be able to participate in this community by sharing the portfolio with peers and assessors as well as using my own student’s feedback to encourage learning for their peers or to assess my own instructional methods and strategies. Assessment Ethics The legitimacy and validity of any assessment practice lies in its ethicality. It is important for teachers as educators to approach the assessment exercise with a clear knowledge of what ethical boundaries there are and to endeavor to refine their practice as much as is humanly possible to keep it ethical. As a teacher, I am aware that I am a mediator of learning within a broader multicultural system. My role in encouraging and supporting learning is fundamental to students and learner’s success. But how do I, in my assessment practice, dissociate the learning and teaching process from unethical interferences such as racial profiling or stereotyping? This and the question of what strategies to use to make assessment “more ethical” is one which teachers as educators should attempt to address reflectively in their portfolios (Stobart 2005). There should be a clear and discernible attempt to screen issues such as stereotyping in the classroom. A good example of the ethical dilemma facing teachers in assessing students is that of racial stereotypes. Are the assessment activities such as exams feeding racial stereotypes such as that of Asian students being good in math? It is easy for most teachers to simply substitute the concept of assessment with testing, and in their assessment activities unknowingly create and reinforce social identities which compromise the goal of encouraging and supporting learning (Mathews 2002). As a teacher, I should be able to offer a more comprehensive assessment which does not stereotype students based on their ethnic or racial profiles or discourage learning for specific learners whose abilities are not be acknowledged in assessment activities based on test scores. The teaching portfolio will document how I attempt to address the issues of learners in special circumstances, accommodate diversity, and endeavor to encourage and support learning as the basis for all assessment activities. Assessment Subjectivity O’Loughlin (2006) illustrates. Through the sentiments highlighted by O’Loughlin (2006), I have been able to conceptualise that assessment particularly in higher education is a highly subjective process that is in most cases based on professional judgment grounded on assumptions revolving around reciprocal understanding of disciplinary standards. Nevertheless in learning, mutual understandings are difficult to realise since learners and assessors have varying disciplinary knowledge and identities. O’Loughlin (2006:72) argues that teachers are often concerned with the co-relation between learning and assessment. A considerable number of teachers consider assessment as an activity that can be integrated within the curriculum to in order to improve learning and not to act as a one-time summative procedure. However, professional judgment grounded on assumptions revolving around reciprocal understanding of disciplinary standards play a critical role in determining how teachers integrate learning and assessment. Furthermore, O’Loughlin notes that past experiences may influence assessment approaches and practices employed by teachers. Learning plan for continuing professional development on assessment Boud (2000) provides invaluable insight on sustainable assessment that may lead to continuing professional development on assessment. According to Boud (2000: 151) assessment entails identifying appropriate criteria and standards and subsequently making judgment or an evaluation about quality. Boud (2000) further notes that sustainable assessment that leads to lifelong learning is not a technique or method rather it is a way of thinking and taking into account all aspects of assessment practice. Based on the sentiments of Boud (2000: 165) I think that effective assessment is holistic in nature such that it takes into account issues relating to assessment as a social practice, assessment and communities of practice, assessment ethics and assessment subjectivity. In addition, to this effective assessment involves the use of suitable approaches techniques or methods. In reference to the Boud’s perspective on sustainable assessment, I believe that the use of portfolio can help to realise sustainable assessment. A portfolio can be used to gauge teacher effectiveness and the performance of student since it incorporates a documented history of a teacher’s learning process against a set of teaching standards. Moreover, a portfolio provides an individualised portrait of the teacher as a professional, showing and reflecting on his or her practice and philosophy (Painter 2001:31) When teachers are able to regularly reflect on their practice and philosophy there are able to know their strengths, weaknesses and areas that require improvements. This reflection may in turn enable them to realise positive changes and significantly help to improve teacher quality. Through the various literatures reviewed in this critical reflection, I have been able to re-conceptualize my beliefs, approaches and practices relating to continuing professional development on assessment. Based on the insights gained from Boud (2000) and others, I have developed a three –step plan that can be used to improve teacher quality and promote continuing professional development on assessment. This plan involves the use of portfolio documenting Teachers’ Work. Step 1 of the plan involves: Developing practical standards and practices for assessing teacher effectiveness. Step 2 of the plan involves: Gradual and continuous incorporation of a collection of teacher and student work samples, written documents, lesson plans and a collection of photographic, video, text and audio evidence. Step 3 of the plan involves: Sharing of evidence or information amongst a group of teachers specialising in the same field in order to receive feedback on how to improve the quality of their practice in particular areas. Step 4 of the plan involves: Continuous review of different collections in the portfolio and feedback received from external avenues. References Boud, D. 2000, “Sustainable Assessment: Rethinking assessment for the learning society”, Studies in Continuing Education, vol 22, no. 2, p.p.151-167. Cochran-Smith, M. & Zeichner, K. 2005, Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education, Routledge, London. Chan, S.2009, E-portfolios using mobile phones and social networking sites: Workplace skill acquisition and identity formation, Christchurch Polytechnic Institute of Technology, Auckland. Crowe, E. 2010, Measuring What Matters: A stronger Accountability Model for teacher Education, Centre for American Progress, Washington. Darling-Hammond, L. 2010, Evaluating Teacher Effectiveness: How Teacher Performance Assessment Can Measure and Improve Teaching, Centre for American Progress, Washington. Elwood, J. & Klenowski, V. 2002, “Creating Communities of Shared Practice: The challenges of assessment use in learning and teaching”, Assessment & Evaluation in Higher Education, vol 27, no.3, p.p. 243-256. Kennedy, M. 2010, Teacher Assessment and the Quest for Teacher Quality, John Wiley & Sons, New York. Lewis, L. 1999, Teacher Quality: A Report on the Preparation and Qualifications of Public School Teachers: Statistical Analysis Report, National Center for Education Statistics, New Jersey. Lund, A. 2008, “Assessment Made Visible: Individual and Collective Practices”, Mind, Culture, and Activity, vol, 15, no.1, p.p.32-51. Matthews, J.2002, “Racialised Schooling, 'Ethnic Success and Asian-Australian Students”, British Journal of Sociology of Education, vol 23, no.2, p.p.193-207. O’Loughlin, K. 2006, “Learning about Second Language Assessment Insights from a Postgraduate Student On-line Subject Forum”, University of Sydney Paper in TESOL, vol 1, p.p.71-85. Palm, T. 2008, “Performance Assessment and Authentic Assessment: A Conceptual Analysis of the Literature”, Practical Assessment Research & Evaluation, vol 13, no.4, p.p. 1-11. Painter, B. 2001, “Using teaching portfolios”, Educational Leadership, vol 58, no 5, p.p.31–34. Sanders, L. & Horn, P. 1998, “Research Findings from the Tennessee Value-Added Assessment System (TVAAS) Database: Implications for Educational Evaluation and Research”, Journal of Personnel Evaluation in Education, vol 12, no. 3, p.p. 247-256. Stobart, G. 2005, “Fairness in multicultural assessment systems”, Assessment in Education: Principles, Policy & Practice, vol 12, no. 3, p.p.275-287 Read More