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The discussion also addresses supervision, reflection, field-experience atmosphere, alienation, classroom management tradeoffs, and the practical impact grades have on prospective employment.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/how-should-we-evaluate-student-teachers/599670/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/how-should-we-evaluate-student-teachers/599670.png","ImageObject",300,407,{"name":42,"@type":43},"jayni","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Why is evaluating student teachers often considered difficult?","Question",{"text":62,"@type":63},"Research cited in the text suggests evaluation difficulty can lead to subjective judgments, allowing some incompetent student teachers to be recommended for licensure.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What assessment approach besides letter grades has been discussed?",{"text":67,"@type":63},"The text mentions teacher work sample methodology and portfolio-based authentic assessment, including a “Practice Teacher Portfolio,” as alternatives intended to improve program direction and classroom instruction.",{"name":69,"@type":60,"acceptedAnswer":70},"How does emphasizing the final grade affect student teaching?",{"text":71,"@type":63},"The grade focus can turn student teaching into a competition for marks by pleasing supervisors rather than learning through experimentation, and it can distort how cooperating supervisors assess student teachers.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},599670,1792435588,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":92,"slug":93},70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":110,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":117},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| | How Should We Evaluate Student Teachers? |\n| --- | --- |\n|  |  |\n\nThomas Deering, Augusta State University  \nIntroduction  \nPossibly the most written about component of teacher preparation is student teaching. A cursory examination of literature databases identified some 4000 articles on this topic spanning the last three decades. Virtually every aspect of student teaching has been examined, including peer coaching (Pierce & Miller, 1994); mentoring (Sudzina, et al., 1997; Herndon & Fauske, 1996); the role of the cooperating teacher (Ganser, 1996); and the relationship between the university supervisor and the student teacher (Cole & Knowles, 1995) . In recent years Professional Development Schools (PDS) have been studied from almost every angle imaginable (Hopkins, et al., 1997; Sandoval, 1996) . An issue often related to PDSs that is attracting increasing interest is action research in the student teaching experience (McEwan, et al., 1997; Stanulis & Jeffers, 1995) .  \nIn addition to the development of PDSs and emphasis on action research, how student teachers are evaluated has attracted the attention of researchers. Raths’ and Lyman’s (2003) investigation reinforced what many believe--that the difficulty of evaluating student teachers often leads to rather subjective assessment and allows incompetent student teachers to be recommended for licensure. On the other hand, some researchers are developing a teacher work sample methodology to be used in evaluating student teachers and claim this method can be used to improve both program direction and classroom instruction (Henning and Robinson, 2004) . This work seems to be a continuation of the research conducted by Chance and Rakes (1994) . They looked at the “Practice Teacher Portfolio” as a component of an authentic assessment approach to student teacher evaluation. Benjamin (2002) suggests an evaluation instrument based on teacher responsibilities shown to improve student learning. This “framework for teaching” was first developed by Danielson (1996) and had led to portfolios becoming a common feature of many teacher education programs.  \nNot all of the articles on any single aspect of student teaching are positive nor are all negative. This lack of consensus is one of the reasons student teaching continues to attract the interest of educational researchers. Ralph (1994) is concerned about the supervision of student teachers. He warns that decisions by supervisors should be based upon universally accepted human values. In a related issue, Baillie (1994) claims that reflection or self-examination as a component of field experiences is not “a self-evident good.” According to Baillie, supervisors and student teachers alike need to focus their attention on what they mean by reflection/selfexamination and what they mean by teaching.  \nEven the concept of increasing the amount of time pre-service teachers spend in field experiences has been criticized. Williams (1994) found that while students valued school-based work, they were not supportive of school-based courses. Likewise, Sumpter (1995) found drawbacks to increasing the amount of field experience in teacher education programs. At least a portion of the concern over field experiences involves the atmosphere in which student teachers find  \nthemselves. A common complaint of student teachers is one of a feeling of alienation (Thomson & Wendt, 1995) . They often report the environment in schools to be non-supportive for preservice teachers. Some student teachers, according to Miller (1997) and Bruckerhoff and Carlson (1995), claim that schools are worse than non-supportive. These authors found that many female student teachers are sexually harassed by aggressive and at times drunken students.  \nFinally, the issue of classroom management is still of primary importance for student teachers. Pilarski (1994) asserts that too many student teachers are not prepared for the discipline problems they face in schools, and teacher educ","cbCaiiZOBr9HP2ne","https://ap.wps.com/l/cbCaiiZOBr9HP2ne","pdf",377356,"English","# Introduction\n## Student teacher evaluation research overview\n## Subjectivity and assessment methods\n## Supervision, reflection, and field experiences\n## Classroom management concerns\n## Grade-focused evaluation and hiring impacts","[{\"question\":\"Why is evaluating student teachers often considered difficult?\",\"answer\":\"Research cited in the text suggests evaluation difficulty can lead to subjective judgments, allowing some incompetent student teachers to be recommended for licensure.\"},{\"question\":\"What assessment approach besides letter grades has been discussed?\",\"answer\":\"The text mentions teacher work sample methodology and portfolio-based authentic assessment, including a “Practice Teacher Portfolio,” as alternatives intended to improve program direction and classroom instruction.\"},{\"question\":\"How does emphasizing the final grade affect student teaching?\",\"answer\":\"The grade focus can turn student teaching into a competition for marks by pleasing supervisors rather than learning through experimentation, and it can distort how cooperating supervisors assess student teachers.\"}]","How Should We Evaluate Student Teachers? | PDF",1792089220]