About the Center Events


Center Events: Speaker Series

Kendyll Stansbury and Ray Pecheone (Stanford University)
Developing a Subject-Specific Performance Assessment of Beginning Teaching
March 22, 2004

Biographical Statements

Currently, Dr. Raymond Pecheone is the Director: Performance Assessment Center at Stanford University working on (a) the development of pre-service portfolios for prospective teachers for the University of California higher education campuses (i.e.,Performance Assessment for California Teachers (PACT) and (b) the development of a performance-based system for student assessment as part of the Stanford Redesign School Network under the leadership of Linda Darling Hammond. Dr. Pecheone has held leadership roles in the Connecticut State Department of Education in Curriculum, Research, Testing and Assessment. As Bureau Chief, Dr. Pecheone has overseen the development and implementation of curriculum guides; teacher and administrator induction and evaluation programs. Pecheone co-founded the Interstate Teacher Assessment and Support Consortium (INTASC), which is located in the Council of Chief State School Officers (CCSSO); he also co-directed with the University of Pittsburgh for the first Assessment Development Laboratory (ADL) to develop assessments for the National Board for Professional Teacher Standards (NBPTS). This work pioneered the development of portfolio and assessment center activities as the basis for National Board certification. As part of a sabbatical at Teachers College Columbia, directed the redesign of the New York student assessment system including the Regents examination. Many of the features of the redesign have been incorporated into the current New York assessment system. Finally, Dr. Pecheone's teacher induction program, the Beginning Educator Support and Training Program (BEST) has received national attention and received an award of excellence for educational innovations by the Education Commission of the States (ECS).

Dr. Kendyll Stansbury has worked on the assessment of beginning teaching since 1989 through the California New Teacher Project, the Connecticut State Department of Education, the California Beginning Teacher Support and Assessment (BTSA) program, and now the Performance Assessment for California Teachers (PACT) consortium. She is currently a Senior Research Associate at Stanford University.

Presentation Abstract

The presentation will describe the process of developing a summative assessment of subject-specific teaching skills to be administered during student teaching by a consortium of twelve teacher preparation programs. Assessment content, the thinking behind development decisions, and continuing issues will be addressed. This work is part of the efforts of the Performance Assessment for California Teachers (PACT). PACT has been launched as a consortium of 12 universities who have come together to design and implement a Teacher Performance Assessment in response to California's state assessment mandate for teacher education. The assessment uses embedded signature assessments plus a portfolio process to measure teaching skills in five content fields (English-Language Arts, Mathematics, Science, History-Social Science, and Elementary). In an effort to provide objective evidence of their teaching competence, prospective teachers collect and present information about their teaching and student learning, using videotapes of teaching, lesson plans, and student work to demonstrate what they do. Last June, educators from across the state came together to evaluate the portfolios of work.


PACT http://www.pacttpa.org/  or http://nbrc.stanford.edu/pact.html

PACT materials at UC Santa Barbara Gervitz Graduate School of Education http://www.education.ucsb.edu/tep/TPAStuff/html/TPA_Materials.html

The School Redesign Network at Stanford University http://www.schoolredesign.net

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