Achieving teacher education standards through a mathematics performance-based assessment: A case study of five Colorado preservice-teachers on field experience

A range of factors has impinged on the provision of teacher education programs in the last decade. Largely emanating from governmental demands for increased accountability, these have included the setting of standards for student achievement, proof of program impact, and state and national testing. These legislative reforms and school district concerns initiated changes in field experience at a Western university and resulted in the introduction of performance-based assessments (PBA). During the final student teaching experience, preservice teachers were asked to teach mathematics to a group of students for a three-month period. Data analysis of pre and post tests revealed significant achievement gains for the elementary students. The preservice teachers’ understanding of pedagogy and assessment evolved significantly as they experienced first-hand the impact of instructional choices on their students. Data analysis highlighted several main thematic connections including: (a) philosophy, attitudes and experiences, (b) knowledge, management and instruction, and (c) assessment and instruction.