The Modern Teacher

Schools Use Games for Learning and Assessment

This video discusses how schools have begun to integrate technology to help students better learn material.  I think simulations and hands-on learning through technology is great and students become more involved and more intrigued in the lessons.  Teachers should continue to try and involve technology into their classrooms because that it was students use everday and enjoy using.

Program Evaluation in Business Education

           Chapter fourteen examines the goals of program evaluation within the context of business education programs.  The overall goals of program evaluation is illustrated by showing specific examples of these goals in business program documents, the recurrent attention to these goals in informal and formal evaluation practices, the impact of current legislative and cultural mandates, and examples of the ways that business programs can implement program evaluation in ongoing practices.

            The main goals of program evaluation are to enable a department to improve the quality of its program, to increase the program’s effectiveness, and to strive constantly for excellence.  Program evaluation improves program quality by asking three fundamental questions about the worth of the enterprise being examined.  The questions deal with goal accountability, process accountability, and outcome accountability.  Goal accountability addresses the question of whether goals are reasonable and appropriate.  Process accountability addresses the question of whether the procedures for accomplishing stated goals are reasonable and appropriate.  Outcome accountability addresses the question of the extent to which established goals been achieved.  The questions can be seen as part of ongoing informal assessments of programs, as well as part of formal program evaluation models.

            A commonly used model is the CIPP model, developed in the 1970s.  There are four types of evaluation which include context, input, process, and product.  This model uses both formative and summative information to enable stakeholders to establish an accountability record and make decisions.  Another type of model is known as the Kirkpatrick Model.  It has four evaluation levels which include reaction, learning, behavior, and results.

            There are also steps that can bring about improvement in the program.  The book discusses program goals, curriculum, student organizations, staff, community resources, facilities, software and equipment, instructional materials, and student follow-ups.  Through all of these, educators can learn and improve their system.  By effectively examining everything, educators will have the resources to provide quality instruction when they can continually demonstrate they are doing the right things and doing them well.

            It is important for educators to evaluate themselves and their program.  There is always room for improvement and changes.  Changes made need to be the right type of changes to ensure program quality.

Lambrecht, J. J. & Meggison, P. F. (2007). Program Evaluation in Business Education. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 186-201). Reston, VA: National Business Education Association

Assessment of Teacher Certfication/Licensure

           Chapter thirteen describes the assessment for teacher certification/licensure for three states.  The states used are Kentucky, Utah, and California.  To assure that our business teacher education programs are developing highly qualified teachers, the qualifications of business teachers must be scrutinized and assessed.  Each state discussed represents a different region of the National Business Education Association.

            In Kentucky, business educators are certified to teach grades 5 through 12.  Certification is based upon the completion of an accepted four-year teacher preparation program that includes student teaching and testing when applicable.  The approval of teacher education programs rests with the Education Professional Standards Board (EPSB) Kentucky teacher certification involves three rank levels and a state-prescribed internship.  The multiple levels are to encourage teachers to continue their education and update their skills.  There are also alternative routes to teacher certification, which is mainly used by candidates who did not follow the traditional education route in becoming certified.  The EPSB has set high standards for college and university programs approved to prepare business and marketing education teachers in the Commonwealth.

            In Utah, there are state specialists who are responsible for establishing state standards for five distinct business-related content areas.  The content areas include business education, economics and entrepreneurship, keyboarding, information technology, and marketing education.  The teacher program standard, along with the institutional requirements, are designed to prepare business teachers and marketing teacher to teach courses related to the various subject areas in the 6-12 grade levels.  There is a traditional route and an alternative route to licensure.  The traditional route has two levels of licensure requirements.  The alternative route is through Alternative Routes to Licensure (ARL) and is for individuals who lack teacher preparation.  Utah is also in its initial stage of implementing the PRAXIS II test.  The state has recently implemented NCLB requirements into the licensure process which is being accomplished through content area assessment testing in both the traditional and alternative routes.

            In California, the California Commission on Teaching Credentialing (CCTC) launched an extensive standards and assessment development effort designed to improve the preparation of K-12 teachers.  The result of that effort was the passage of SB 2042, which is a two-tier credential with specific requirements for each tier.  To teach in California, candidates must graduate from a college/university that has a subject-matter competency program in business teacher education that has been approved by CCTC.  For alternative paths to certification, there are four options:  The California Subject Examination for Teachers exam; Transcript evaluation; supplementary authorizations; and individuals who hold an out-of-state credential.

            It is interesting to learn about the requirements of other states for being a business education teacher.  I know that if I teach in a different state I will have to meet their requirements.

McDonald, M. L., LaBonty, D., & Lacy, R. C. (2007). Assessment for Teacher Certification/Licensure. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 172-185). Reston, VA: National Business Education Association

Assessment of Research

            Chapter twelve is about research assessment which is critical to ensure the well being of business education, its practitioners, and their constituencies.  It is the quality control process that should determine which curricular and teaching practices are sound and subsequently implemented by business education professionals for the benefit of others.  In this chapter, understanding research, assessing business education research, and implementing business education research findings is discussed.

            Research serves as the foundation of the business education profession by offering information and guidance about many topics.  It is the foundation of a viable, thriving professional community.  It also develops the knowledge base, enhances teaching, facilitates real-world application, and strengthens the discipline and the researcher’s perceived image.  Research assessment seeks reliable and valid meanings and is the critical evaluation of the strengths and weaknesses of research.  Scientifically-based research is evidence-based practice.  It is the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs.  It is required for all federally funded programs under the No Child Left Behind Act.  It also seeks to improve education and to develop a knowledge base about what actually works.

            There are many business education resources that educators are able to use.  The Business Education Index is an invaluable research tool when following research about a topic over a number of years.  There are also many databases that can be used to retrieve relevant literature.  Another type of literature is fugitive literature which is challenging to secure.  Many of the periodicals are not indexed in print or electronic form and can be found only if one personally knows about them and where they can be located.

            Business educators should assess business education research by understanding research assessment procedures commonality for all types of business educators, evaluating research outlets, understanding the research cycle, and evaluating research study components.  After the research is done, business education research findings should be implemented at various instructional levels.  Research findings enhance the quality of the instruction that they deliver to diverse audiences at various instructional levels.

Scott, J. C. & Blaszczynski, C. (2007). Assessment of Research. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 159-171). Reston, VA: National Business Education Association

Feedback for Professional Development

           Chapter eleven is about feedback for professional development.  It focuses on the need for professional development, the use of assessment to determine appropriate professional development, the assessment of professional development, and the methods of providing professional development.  Feedback for professional development has become a critical issue for administrators and teachers.  Expectations from multiple levels have increased for student achievement outcomes and more complex assessment techniques are required.

            Professional development is the process that improves the job-related knowledge, skills, and attitudes of business educators.  The goals of professional development are to advance students’ learning and to improve the practice of teaching.  Teachers must also stay current with changing technology, which require modification in assessment techniques.  Professional development activities are an excellent way to maintain current knowledge.  When teachers partake in professional development activities, they improve learning and teaching skills amid changes in delivery, subject-matter content, student needs, schools, society, and the workplace.

            Assessment can be used to determine appropriate professional development for a group of teachers.  Assessment-centered professional development focuses on assessment, curriculum, teaching, and learning.  It offers a range of activities that encompasses the teaching and learning process.  It includes establishing goals for student learning, developing assessment instruments and rubrics, implementing the assessment plan, assessing student performance, and evaluating the assessment process.  Educators must also verify the effectiveness of their program.  Individual courses, curricula, and entire programs must be examined frequently to ensure that students at each level are capable of progressing to the next phase.  National Standards, the Major Field Test, and the PRAXIS Series of examinations provide appropriate verification measures.

            Teachers must also be assessed of their own professional development.  Even though many teachers do not like being assessed of their own performance, administrators must ensure them that it is for their own good.  Administrators must show teachers how appropriate assessment can benefit them personally and then they must provide teachers with meaningful professional development opportunities.

            Professional development strategies can be many different forms.  These forms include reflection and inquiry, formal instruction, professional organizations, and mentoring and peer collaboration.  Each of these is very important for both teachers and students.  I know that when I am a teacher I will partake in many of these professional development forms.  When I was younger, I remember my mother going to workshops during the summer and learning new concepts and ideas for the classroom.  She is still going to workshops and teaching me new things.  She is also very active in professional organizations and learns so much when she goes to conferences.  I know that both of these professional development activities will greatly benefit me in the future.

Balachandran, M. E., Blair, R. B., & Lewis, S. (2007). Feedback for Professional Development. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 146-158). Reston, VA: National Business Education Association

Proof of Student Achievement

           Chapter ten discusses the types of assessment data, assessments related to course content and standards-based assessment as sources to verify student achievement, guides for the use of assessment data as proof of student achievement and ways to recognize and celebrate student accomplishments.

            Assessment data are used to validate course content, student knowledge and skills, and other expected learning outcomes.  Assessment objectives must be matched to curriculum and course objectives and the objectives are used as guides for various assessment tools developed and used by classroom teachers.  Performance standards must be translated into assessment and reporting methods that students, teachers, and other stakeholder understand and interpret appropriately to measure student performance meaningfully.  Rubrics can be used to describe and scale the levels of student achievement on tasks.  There are three types of rubrics which include task-specific rubric, developmental rubric, and relative rubric.  The most common type of assessment is teacher-made assessments.  These assessments are used to determine grades, group students, diagnose student strengths and weaknesses, motivate students to learn more, plan instructional content and pedagogy, communicate expectations to students, and evaluate instruction.

            The results of assessment should be considered as information, not just data.  Student achievement can be reported in different forms which can be pretest/posttest, on-demand, and over-time assessments.  Pretests can be given to see what the students might know about the subject before it is taught.  Posttests are given after the subject material is taught to see if the students learned and understand the material.  On-demand assessments can be formative or summative and is given over a short period of time, like a quiz.  Over-time assessment is a summary of student achievement and performance, like a final grade.

            Assessments are very important for teachers and students.  They measure student achievement or failure.  Assessments let the teacher know if they are being effective in the classroom and if they need to change how they are teaching the material.  There must be evidence that students are achieving in the classroom and that curriculum standards are being met.  Stakeholders, who include students, parents, administrators, general public, and local, state, and federal education agencies, must also know how students and teachers are doing in the classroom.  If students are achieving, they should also be rewarded for their accomplishments.  Teachers should acknowledge these outstanding students because it will only boost their confidence.  Also, if students who are not doing so well are see the benefits of being a good student, and then maybe they will try to improve also.  Assessments are critical in education.  It is important that teachers take them seriously and for students to understand how significant they are.

Brown, B. J. & Mundrak, G. A. (2007). Proof of Student Achievement. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 130-145). Reston, VA: National Business Education Association