Tesis

The professional education associations began working in 1987 to develop standards for teacher competence in student assessment out of concern that the potential educational benefits of student assessments be fully realized. The Committee[1] appointed to this project completed its work in 1990 following reviews of earlier drafts by members of the measurement, teaching, and teacher preparation andcertification communities. Parallel committees of affected associations are encouraged to develop similar statements of qualifications for school administrators, counselors, testing directors, supervisors, and other educators in the near future. These statements are intended to guide the preservice and inservice preparation of educators, the accreditation of preparation programs, and the futurecertification of all educators.

In the Article “Standards for Teacher Competence in Educational Assessment of Students” the Author Stands on the Idea that a Teacher must be competent to perform his job measured by a frame in which can be proved

A standard is defined here as a principle generally accepted by the professional associations responsible for this document. Assessment is defined asthe process of obtaining information that is used to make educational decisions about students, to give feedback to the student about his or her progress, strengths, and weaknesses, to judge instructional effectiveness and curricular adequacy, and to inform policy. The various assessment techniques include, but are not limited to, formal and informal observation, qualitative analysis of pupilperformance and products, paper-and-pencil tests, oral questioning, and analysis of student records. The assessment competencies included here are the knowledge and skills critical to a teacher's role as educator. It is understood that there are many competencies beyond assessment competencies which teachers must possess.

By establishing standards for teacher competence in student assessment, theassociations subscribe to the view that student assessment is an essential part of teaching and that good teaching cannot exist without good student assessment. Training to develop the competencies covered in the standards should be an integral part of preservice preparation. Further, such assessment training should be widely available to practicing teachers through staff development programs atthe district and building levels.
The standards are pretended to develop a series of goals as the next:

a guide for teacher educators as they design and approve programs for teacher preparation
a self-assessment guide for teachers in identifying their needs for professional development in student assessment
a guide for workshop instructors as they design professional developmentexperiences for in-service teachers
an impetus for educational measurement specialists and teacher trainers to conceptualize student assessment and teacher training in student assessment more broadly than has been the case in the past.

The standards should be incorporated into future teacher training and certification programs. Teachers who have not had the preparation these standards imply shouldhave the opportunity and support to develop these competencies before the standards enter into the evaluation of these teachers.

The Approach Used To Develop The Standards

The members of the associations that supported this work are professional educators involved in teaching, teacher education, and student assessment. Members of these associations are concerned about the inadequacy withwhich teachers are prepared for assessing the educational progress of their students, and thus sought to address this concern effectively. A committee named by the associations first met in September 1987 and affirmed its commitment to defining standards for teacher preparation in student assessment. The committee then undertook a review of the research literature to identify needs in student...