Teaching performance assessments and considerations of potential legal challenges

Book chapter

Pullin, Diana and Cumming, Jacqueline. (2022). Teaching performance assessments and considerations of potential legal challenges. In Professionalizing Teacher Education: Performance Assessment, Standards, Moderation, and Evidence pp. 193-220 Routledge. https://doi.org/10.4324/9780429318504-12
AuthorsPullin, Diana and Cumming, Jacqueline
Abstract

In this chapter, we present some of the fairness issues and legal implications of teaching performance assessments and the part these play in the licensure of educators. With reference to the United States and Australia, the chapter encompasses both technical features of such assessments from a legal perspective as well as public policy contexts and non-legal interpretations of fairness issues such as ‘opportunity to learn’, and processes and procedures in place to address potential injustice of decisions based on the assessment.

KeywordsDevelopment Studies; Environment; Social Work; Urban Studies; Education
Page range193-220
Year01 Jan 2022
Book titleProfessionalizing Teacher Education: Performance Assessment, Standards, Moderation, and Evidence
PublisherRoutledge
Place of publicationUnited Kingdom
Edition1
ISBN9780367332136
Digital Object Identifier (DOI)https://doi.org/10.4324/9780429318504-12
Web address (URL)https://www.taylorfrancis.com/chapters/edit/10.4324/9780429318504-12/teaching-performance-assessments-considerations-potential-legal-challenges-diana-pullin-joy-cumming
Open accessPublished as non-open access
Research or scholarlyResearch
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online30 Jun 2022
Publication process dates
Deposited09 Feb 2024
Additional information

© 2022 Claire Wyatt-Smith, Lenore Adie, Michele Haynes and Chantelle Day.

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Teaching performance assessments and considerations of fairness
Cumming, Jacqueline and Pullin, Diana. (2022). Teaching performance assessments and considerations of fairness. In Professionalizing Teacher Education: Performance Assessment, Standards, Moderation, and Evidence pp. 90-105 Routledge. https://doi.org/10.4324/9780429318504-6