Fresno assessment of student teachers: a teacher performance assessment that informs practice

Growing evidence indicates that performance assessments better evaluate instructional practices than these traditional assessments (Mitchell et al., 2001) and that performance assessments can serve as valuable professional learning experiences (Darling-Hammond & Snyder, 2000). Through discussion and redesign of the program's scope and sequence, the framing for the FAST was embedded across courses allowing for the logical integration of both formative and summative evaluations of candidate mastery of Teacher Performance Expectations (TPEs) at strategic points within the programs.\n Faculty meetings using recommended readings and presentations by recognized ELL experts were held.