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Cited by 15Teacher Education and AssessmentsStudent Assessment and FeedbackTeacher Education and Leadership Studies

The DOI matches its Crossref record; 23 of the 24 references it cites were found in a registry or an index.

Knowledge and judgement for assessing student teaching: a cross-institutional analysis of teaching practicum assessment instruments

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Rusznyak, Lee, Bertram, Carol·2015·Journal of Education
DOI 10.17159/i60a02
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Abstract

Teaching practicum (TP) assessment instruments provide insight into the nature of theknowledge that the university expects university-appointed tutors and school-basedsupervising teachers to have in order to make fair judgements about a student’s teachingcompetence. This paper presents a comparative analysis of the TP assessment instrumentsused during 2012 by five South African universities offering initial teacher education. Itdescribes the grounds upon which the comparative analysis was done, and offers aqualitative analysis of the knowledge base that the assessors of student teaching areassumed to have. We find that the structure and criteria of some TP assessment instrumentstend to construct the assessment of student teaching as straight-forward exercise inverifying that certain technical requirements are met. In contrast, we show how others usestructure and criteria potentially to enable a more professionally based judgement of thecompetence of student teaching.

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Crossref · 10.17159/i60a02

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23 of 23 references verified0 citation errors · 0 not checkable

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  • When assessment rubrics for student teaching are designed as checklists, a technical, normative approach to understanding teaching is advanced rather than emphasising the central role of teacher judgement.

    “When the assessment rubrics for student teaching are designed as checklists, a technical, normative approach to understanding teaching is advanced (Rusznyak & Bertram, 2015), rather than emphasising the central role of teacher judgement (Biesta, 2015).”

    From Conceptualising work-integrated learning to support pre-service teachers' pedagogic reasoning (2021) · cites this paper as Rusznyak & Bertram, 2015

  • During WIL, pre-service teachers engage extensively with university documentation such as lesson planning guidelines, prompts for reflection, and assessment rubrics, which potentially transmit criteria about what matters for achievement.

    “During WIL, they engage extensively with university documentation (such as lesson planning guidelines, prompts for reflection, and assessment rubrics) which potentially transmit criteria about what matters for achievement (Rusznyak & Bertram, 2015).”

    From Conceptualising work-integrated learning to support pre-service teachers' pedagogic reasoning (2021) · cites this paper as Rusznyak & Bertram, 2015

  • When WIL assessment rubrics contain atomistic criteria in checklists, they advance a fragmented and technicist approach to evaluating teaching.

    “When WIL assessment rubrics contain atomistic criteria in checklists, they advance a fragmented and technicist approach to evaluating teaching (Rusznyak & Bertram, 2015).”

    From Conceptualising work-integrated learning to support pre-service teachers' pedagogic reasoning (2021) · cites this paper as Rusznyak & Bertram, 2015

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Metadata

Authors
Rusznyak, L., & Bertram, C.
Affiliations
  • University of the Witwatersrand (ZA)
  • University of KwaZulu-Natal (ZA)
ORCID
Venue
Journal of Education
Publisher
Academy of Science of South Africa
Published
2015
Issue
60
ISSN
  • 0259-479X (ISSN-L)
  • 2520-9868
DOI
10.17159/i60a02
OpenAlex
W3123202612
Cited by
14
References
24
Citations by year
2026: 2 · 2024: 2 · 2022: 1 · 2021: 1 · 2020: 1 · 2019: 2 · 2018: 3 · 2017: 1 · 2016: 1
FWCI
8.33
Type
journal article
Language
en
Open access
Licence
cc-by-nc-nd
Locations
Journal of 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
teaching practicum, student teaching assessment, assessment instruments, initial teacher education, evaluation criteria, assessment knowledge, South African universities

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