Maintaining High Standards in a Pass/Fail Practicum
Many field experiences for teacher candidates are assessed pass/fail which can, at times, compromise the high standards teacher education programs expect their pre-service teachers to meet. In this article, two university field supervisors explain how they assess teacher candidates in the field using a multi-layered approach that demands the candidates meet standards related to knowledge, skills, and dispositions. This approach utilizes a pass/fail grading system yet maintains high expectations. The authors explore the evolution of the practicum assessment process at one university which includes transitioning from a traditional grading system (A, B, C, D, F) to the pass/fail system. Implications for instruction and teacher candidate supervision are also discussed.
||Teaching Practicum, Assessment, Field Experiences
The International Journal of Learning, Volume 15, Issue 5, pp.173-178.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 514.682KB).
Assistant Professor of Education, Teacher Education and School Leadership, Highland Heights, KY, USA
Dr. Doerger is an Assistant Professor of Education at Northern Kentucky University where he supervises secondary education majors and teaches classes in Curriculum Development and Content Literacy Across the Curriculum. His research interests are primarily related to the needs of beginning teachers and include mentoring, induction, and how new teachers learn the cultures of the schools in which they find their first teaching positions. A former high school teacher in Seattle, New York City, and Cincinnati, Dr. Doerger is also interested in the best practices in the high school classroom and has supervised hundreds of teacher candidates in high school field experiences and student teaching.
Highland Heights, KY, USA
Denise Dallmer teaches courses in the undergraduate and graduate program in the College of Education and Human Services at Northern Kentucky University, where she is also a member of the Institute for Freedom Studies. Her research and teaching interests include multicultural education, the design of classroom instruction, and collaboration between universities and schools. She holds d PhD from The Ohio State University.
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