AUTHOR=Ezzelle Carol 

TITLE=Development of a Measure of Classroom Assessment Practices for Certification of Accomplished Teachers

JOURNAL=Frontiers in Education

VOLUME=4

YEAR=2019

URL=https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2019.00090

DOI=10.3389/feduc.2019.00090

ISSN=2504-284X

ABSTRACT=<p>Teachers pursuing National Board Certification complete a rigorous assessment comprised of four components measuring standards of accomplished pedagogical knowledge and practice. One of those components of the assessment, <italic>Component 4: Effective and Reflective Practitioner</italic>, is a new performance-based portfolio component that centers on the use of assessment data and other sources of information to advance student and teacher growth. Specifically, the component requires teachers to:
<list list-type="bullet"><list-item><p>gather and utilize data from different sources to build their knowledge and understanding of students;</p></list-item><list-item><p>base instructional decision-making and assessment practices on their knowledge of students, collaboration with stakeholders, and adherence to assessment principles; and</p></list-item><list-item><p>use their knowledge of students to reflect on their practice, advance their professional learning, and promote student growth throughout learning communities.</p></list-item></list></p><p>The development and outcomes of the pilot test of <italic>Component 4: Effective and Reflective Practitioner</italic> related to establishing validity evidence for the component's scores as a measure of accomplished teaching are described. The methods reported cover the use of experts in the development of instructions, a pilot study, and formative scoring to build evidence of the validity based on test content and ensure the successful launch of the new component.</p>