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Asses__entofObservedLessonsinPre-servi__TeacherTrainingRandiBluesteinOranimSchoolofEducationIsraelrandi@netvision.net.ilDeborahMorseGordonCollegeofEducationIsraeldeborahmorse@hot__il.comOrlySelaOranimSchoolofEducationIsraelgosela@isdn.net.ilTeachereducatorsareresponsibleforassessingthepracticalandtheoreticalaspectsofpedagogicalknowledge.Intheuniversity/collegeclassroomweteachmethodologiesapproachesandtechniques.Inthefieldweexpectourstudentstoimplementbuildonandreflectuponwhattheyh__elearnedintheclassroomanditisourresponsibilitytoassesstheirwork.Ourwindowintotheirprogressisthroughtheobservationswedo.Eachofusfindstoolsforasses__entwhichmostcloselyreflectourbeliefsaboutthepurposeoftheobservation.Eachtoolprovidesinfor__tionfromaslightlydifferentperspective.Thesetoolscanbe__ppedontoseveraldifferentcontinua:____yticaltoholisticfor__tivetosum__tiveandother-assessedtoself-assessed.Weallagreethatingeneralwewantourstudentstointernalizethereflectivepro__ssesweareadvocatinginordertofacilitatetheirfutureproactiveinteractiveandretroactivedecision-__king.Inthispanelwewouldliketodiscussourdifferentpointsofviewandtheissueswhichinvolvedinchoosingapla__onthesedifferentcontinua.Whataretheadvantagesanddisadvantagesofassessing____yticallyvs.holisticallyWhenmightateachertrainerchoosesum__tiveratherthanfor__tiveasses__enttoolsWhatinputshouldtheteachertrainerh__eintheasses__entandwhatshouldbelefttothestudentordealtwithcollaborativelyCanthetoolswhichareusedbebuiltdevelopmentallyHowThesearequestionswhichteacher-trainersgrapplewithastheyassessobservationofpre-servi__teachersandwhichwewouldliketoconsiderinthispresentation.RandiBluesteinisagraduateoftheStateUniversityofNewYorkatBuffaloandLondonUniversity.SheispresentlyteachingmethodologyatOranimCollegeinIsraelaswellasconsultinginthefield.ShehasbeeninvolvedinEFLteachingandsupervisionsin__
1977.DeborahMorseisagraduateofAdelphiUniversityand__ithCollege.ShepresentlyteachesatGordonCollegeinIsraelgivingsupporttofourthyearstudentsandteachingcoursesincludingTheTeacherasResearcherandMethodology.ShehasbeeninvolvedinEFLteachingandsupervisionsin__
1988.IamateacherandteachereducatorofEFL.IamagraduateoftheOranimSchoolofEducationandTel-__ivUniversityandamcurrentlyworkingtowardsaPhDatHaifaUniversity.Ih__ebeenteachingEnglishintheIsraelischoolsystemsin__1984andworkinginteachereducationsin__
1995.RandiBluestein:Ioftenfindthatmybeliefsaboutobservationofpre-servi__teachersareinhead-oncollisionwithwhatIdoinpracti__.Ibelieveverystronglyinfor__tiveasses__ent.Ibelievethatweasteachereducatorsaretheretogiveourstudentssupportinthefield;tohelpthembuildthe__pwhichwillguidetheirowndevelopmentasteachersandn__igationalongthat__p;tofacilitatetheirabilityto__kethoughtfuldecisionsinlessons.Inordertocreatetherapportne__ssaryforthesegoalstobeattainedstudentsmustfeelateaseandfreeoffear.Andyetmystudentscanfinishtheiryear’sstu___sonlywhentheyh__esuc__ssfullydisplayedcompeten__bygivinga“passing”lessonandpartofmyjobistochoosethewayinwhichto__kethatsum__tivedecision.Ibelievethatpro__ssisfarmoreimportantthanproductinthestudents’teachertraining.Ifwereallywanttostressdevelopmentwemustcreatethetimeandspa__forthedialogwhichwillprovidethefoundationforconstructionofnewknowledge.Ibelievethatthemorestudentsareobservedthelessfrighteningitis.Themoretoolsusedinasses__entthelessweightyeachindividualtoolbecomes.AndyetatmostIamabletoobservemystudentsonlytwi__duringtheyear.Itrytouseseveraldifferenttoolsaspartoftheirasses__ent.OntheonehandIusean____yticscoringrubricwhichhasathresholdgradewhichstudentsmustattaintopass.OntheotherhandIconductfeedbacksessionswiththestudentsandwritethemlettersreflectingonthefeedbackdiscussions.Ih__edecidedtoinvolvethestudentsinthebuildingofthescoringrubricthisyear.Ih__ealsodecidedtogivethecooperatingteacherresponsibilityforpartofthestudent’sgradeforthefirsttime.ButisthissufficientIamnotsatisfied.Iwouldliketoobservethemfarmore.WhatothertoolsmightIbeabletoemployHowcanIpossiblyloweranxietyatthesametimeasIamgivingagradeHowcanIgetaclearerpictureofthestudents’developmentHowcanIsupporttheminitThesearequestionsthatIhopethispanelwilladdress.DeborahMorse:Werefertothepro__ssthattakespla__afteranobservedlessonasfeedbackandasses__ent.Yetratherthanbeingsynonymousthesetwotermsofteninfluen__eachother.Canastudentbeopentofeedbackwhenasses__entisaroundthecornerOntheotherhandcanwegiveadequatefeedbackwithoutventuringintothemorejudgmentalrealmofasses__entIh__estruggledwiththisissueandindeedmypsychologicalroleinthepro__ssforsometime.InadditionIhopethatthepurposeofthedebriefingaftertheobservedlessonisinno__allparttohelpthestudentdeveloptoolstoreflectandassessonhisorherown.Thereforeanyscaleorreferen__weusemustgiveweighttothestudentsparticipationinthediscussion.HowdoweassessthisHowcanwequantifyitFinallyIoftengetcaughtupintheproblemofacknowledgingprogressvs.lookinginamoresum__tive__nner.Igrapplewiththisissueoneverythingfromproficiencytoreflection.IsitenoughthatourstudentsaremovingforwardIstheresomethresholdlevelthatneedstobesetWhosetimetabledoweneedtoreflectOrlySelaAnimportantpartofmyjobasateachereducatoristoobservemystudentsduringtheirpracti__teachingperiodprovidethemwithusefulfeedbackandassesstheirperfor__n__.Asses__entofastudent’steachingisverycomplicatedandne__ssitatescarefulthinkingandplanningandtakingastandregardingseveralissues.Thefirstissuecon__rnsholisticvs.____yticalasses__ent.Wecanbreakupthelessonintoitsdifferentpartsassesseachoneseparatelythenaddupthenumbersorwecanlookatthelessonasacompletewholeandassessitassuch.AlthoughIseethemeritofbothpositionsmytendencyistogotowardstheholisticapproachasIseethelessonasbeingmorethanthesumofitspartsandIthinkasses__entshouldreflectthis.Thesecondissuecon__rnsthefor__tive–sum__tivedebate.OnthisissueItakeaverypracticalstand.AlthoughIseethemeritsoffor__tiveasses__entitisnotpossiblepracticallyspeakingforustoobserveourstudentsmorethanon__ortwi__ayearthereforebydefinitionthisissum__tiveratherthanfor__tiveasses__ent.Thethirdissuecon__rnsself-asses__entvs.teacherasses__ent.Iincorporateself-asses__entaspartofthereflectivepro__ssIencourageandhelpthestudentsgothroughduringthepracti__teachingperiodbutdonotincorporateitintothegrade.Ifeelthatitisagoodideatoseparatereflectionandofficialacademicasses__entandIbelievethestudentsfeelbetteraboutthisaswell.Howevernotallissuesregardingasses__entarecleartome.Istillh__esomedilem__sIamstrugglingwithespeciallyregardingthefirstissuediscussedabove.OntheonehandIcanseeveryclearlytheadvantagesofh__ingclearcriteriaforasses__entthus__kingitlesssu__ectiveandperhapsmorefair.OntheotherhandIh__eaverystrongsenseofthelessonasawholecompleteentitywhichcannotandshouldnotbebrokenupintobitsandpie__s.WhattodoThat__ybesomethingwecanworkthroughtogetherinthepaneldiscussion.。