The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Authentic assessment of teaching in context
Open accessAbstract
The demands of teaching more challenging content to more diverse learners suggest a need for teacher education that enables teachers to become more sophisticated in their understanding of the effects of context and learner variability on teaching and learning. Instead of implementing set routines, teachers need to become ever more skillful in their ability to evaluate teaching situations and develop teaching responses that can be effective under different circumstances. This article examines how a growing number of teacher education programs are using authentic assessments of teaching – cases, exhibitions, portfolios, and problem-based inquiries (or action research) – as tools to support teacher learning for these new challenges of practice. Using specific teacher education programs as examples, the article examines how and why these strategies appear to provide support for teacher learning and avenues for more valid assessment of teaching. The authors also discuss circumstances in which these strategies may be less effective and suggest features of the assessments and programmatic contexts that are associated with more and less successful use.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Preservice teachers often demonstrate stronger competence in anticipatory tasks such as planning and task design than in enacted teaching, which requires real-time pedagogical judgment and responsiveness to student thinking.
“This pattern is consistent with prior research showing that preservice teachers often demonstrate stronger competence in anticipatory tasks such as planning and task design than in enacted teaching, which requires real-time pedagogical judgment and responsiveness to student thinking (Ball et al., 2008; Darling-Hammond and Snyder, 2000).”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Darling-Hammond and Snyder, 2000
Specificity and developmental framing of feedback are associated with greater learning gains in practicum settings.
“specificity and developmental framing of feedback are associated with greater learning gains (DarlingHammond et al., 2020; Darling-Hammond and Snyder, 2000; Grossman et al., 2009).”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Darling-Hammond and Snyder, 2000
Composite score systems frequently obscure uneven development across planning and enactment, particularly during early stages of training.
“While such systems appear objective, they frequently obscure uneven development across planning and enactment, particularly during early stages of training (Darling-Hammond and Snyder, 2000; Grossman et al., 2009).”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Darling-Hammond and Snyder, 2000
Mathematics teacher education programs often rely on composite scores derived from lesson plans, microteaching, and examinations to make consequential decisions about progression and readiness to teach.
“Mathematics teacher education programs often rely on composite scores derived from lesson plans, microteaching, and examinations to make consequential decisions about progression and readiness to teach.”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Darling-Hammond and Snyder, 2000
Citations
Cites
Knowledge and teaching: Foundations of the new reform
Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787
Flagged first, then by citations
Research works printed but not linked: 21
- Andrews, 1980, Preservice performance and the National Teacher Examinations, Phi Delta Kappan, 6, 358
- Athanases, 1994, Teachers’ reports of the effects of preparing portfolios of literacy instruction, Elementary School Journal, 94, 421, 10.1086/461776 · DOI
- Ayers, 1979, Concurrent and predictive validity of the national teacher examination, Journal of Educational Research, 73, 893
- Bradley, 1994, Pioneers in professionalism, Education Week, 13, 18
- Cochran-Smith, 1991, Learning to teach against the grain, Harvard Educational Review, 61, 279, 10.17763/haer.61.3.q671413614502746 · DOI · Paper page
- Cohen, D., & Hill, H. (1997). Instructional policy and classroom performance: The mathematics reform in California. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL, March. · DOI
- Darling-Hammond, L. (1986). Teaching knowledge: How do we test it? American Educator, 10 (3), 18–21, 46.
- Floden, 1990, What can research on teacher thinking contribute to teacher preparation? A second opinion, Educational Researcher, 19, 15, 10.3102/0013189X019005015 · DOI
- Fuller, 1969, Concerns of teachers, American Educational Research Journal, 6, 207, 10.3102/00028312006002207 · DOI
- Haertel, E. (1991). New Forms of Teacher Assessment. In C. Grant, Review of Research in Education, 17, 3–29. · DOI
- Haney, W., Madaus, G., & Kreitzer, A. (1987). Charms talismanic: Testing teachers for the improvement of American education. In E. Z. Rothkopf, Review of research in education, 14, 169–238. · DOI
- Haynes, 1995, One teacher's experience with National Board assessment, Educational Leadership, 52, 58
- Katz, 1972, Developmental stages of preschool teachers, Elementary School Journal, 23, 50, 10.1086/460731 · DOI
- Kleinfeld, 1998, The use of case studies in preparing teachers for cultural diversity, Theory into Practice, 37, 140, 10.1080/00405849809543797 · DOI
- Lippincott, A. (1999). Reflective thinking among and between beginning professionals. Unpublished dissertation, University of California, Santa Barbara.
- Moll, 1988, Some key issues in teaching Latino students, Language Arts, 65, 465, 10.58680/la198825048 · DOI
- Quirk, 1973, Review of studies of the concurrent and predictive validity of the national teacher examinations, Review of Educational Research, 43, 89, 10.3102/00346543043001089 · DOI
- Shavelson, 1976, Generalizability of measures of teacher behavior, Review of Educational Research, 46, 553, 10.3102/00346543046004553 · DOI
- Shulman, L. (1994). Portfolios in historical perspective. Presentation at the Portfolios in Teaching and Teacher Education Conference, Cambridge, MA.
- Snyder, J., Lippincott, A., & Bower, D. (1998). Portfolios in teacher education: Technical or transformational? In N. Lyons, With portfolios in hand: Validating the new teacher professionalism. New York: Teachers College Press.
- Stodolsky, 1984, Teacher evaluation, Educational Researcher, 13, 11, 10.3102/0013189X013009011 · DOI
Cited by
Sorted by citations
Elaborating a model of teacher professional growth
Clarke, D., & Hollingsworth, H. (2002) · Teaching and Teacher Education · doi:10.1016/s0742-051x(02)00053-7 · Cited by 2,228
The use of scoring rubrics: Reliability, validity and educational consequences
Jonsson, A., & Svingby, G. (2007) · Educational Research Review · doi:10.1016/j.edurev.2007.05.002 · Cited by 1,509
Reframing Professional Development Through Understanding Authentic Professional Learning
Webster-Wright, A. (2009) · Review of Educational Research · doi:10.3102/0034654308330970 · Cited by 1,174
A five-dimensional framework for authentic assessment
Gulikers, J. T. M., Bastiaens, T. J., & Kirschner, P. A. (2004) · Educational Technology Research and Development · doi:10.1007/bf02504676 · Cited by 916
Generative AI tools and assessment: Guidelines of the world's top-ranking universities
Moorhouse, B. L., Yeo, M. A., & Wan, Y. (2023) · Computers and Education Open · doi:10.1016/j.caeo.2023.100151 · Cited by 461
Professional development through action research: Impact on self-efficacy
Cabaroglu, N. (2014) · System · doi:10.1016/j.system.2014.03.003 · Cited by 140
Training teachers in peer-assessment skills: effects on performance and perceptions
Sluijsmans *, D. M. A., Brand-Gruwel, S., van Merriënboer, J. J. G., & Martens, R. L. (2004) · Innovations in Education and Teaching International · doi:10.1080/1470329032000172720 · Cited by 127
Race with the machines: assessing the capability of generative AI in solving authentic assessments
Nguyen Thanh, B., Vo, D. T. H., Nguyen Nhat, M., Pham, T. T. T., Thai Trung, H., & Ha Xuan, S. (2023) · Australasian Journal of Educational Technology · doi:10.14742/ajet.8902 · Cited by 87
“Authentic assessments require students to apply their knowledge and skills in scenarios closely mirror actual real-world situations (Darling-Hammond & Snyder, 2000).”
BackgroundComparison between Inter-rater Reliability and Inter-rater Agreement in Performance Assessment
Liao, S. C., Hunt, E. A., & Chen, W. (2010) · Annals of the Academy of Medicine, Singapore · doi:10.47102/annals-acadmedsg.v39n8p613 · Cited by 65
Jackson, A., & Burch, J. (2016) · Professional Development in Education · doi:10.1080/19415257.2015.1052090 · Cited by 37
Perkins, M., & Roe, J. (2023) · doi:10.35542/osf.io/z4cru · Cited by 117
Assessors’ perspectives of an oral assessment within a teaching performance assessment
Mascadri, J., Spina, N., Spooner-Lane, R., & Briant, E. (2023) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2022.2122930 · Cited by 8
Naccache, H., & Hleiss, R. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1840093
Metadata
- Authors
- Darling-Hammond, L., & Snyder, J.
- Affiliations
- University of California, Santa Barbara (US)
- ORCID
- Snyder, Jon
- Venue
- Teaching and Teacher Education
- Publisher
- Elsevier BV
- Published
- 2000-07
- Volume
- 16
- Issue
- 5-6
- Pages
- 523-545
- ISSN
- 0742-051X (ISSN-L)
- OpenAlex
- W2078800482
- Cited by
- 715
- References
- 1
- Citations by year
- 2026: 19 · 2025: 18 · 2024: 20 · 2023: 33 · 2022: 31 · 2021: 42 · 2020: 35 · 2019: 33 · 2018: 29 · 2017: 51 · 2016: 51 · 2015: 47 · 2014: 47 · 2013: 30 · 2012: 38
- FWCI
- 49.17
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Teaching and Teacher Education (publishedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Education › Teacher Education and Assessments
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- teacher professional development, case studies, exhibition, teacher portfolios, problem-based inquiry, action research, teacher learning, learner variability, assessment validity, teaching practice
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
