IP 87-3 Intentions, problems and dilemmas: Assessing teacher knowledge through a case method system.
Abstract
This paper examines teacher assessment in light of contemporary cognitive science and anthropological research on teaching. Findings from research suggest that teacher practices are influenced by the way teachers organize their knowledge and the meaning they give to particular contexts and teaching experiences. Testing practices often require teachers to demonstrate knowledge out of context and unrelated to practical decisions. The author proposes an alternative approach to assessment which asks teachers to respond to cases which reflect the complexity of teaching. This approach enables assessors to examine teachers' interpretations of cases, their strategies for responding to the cases, and their rationales. The author proposes the use of two kinds of cases: those which assess teachers' general strategies and intentions and those which assess teachers' responses to unanticipated problems or dilemmas. Ways of judging teacher responses to these cases are also discussed.