The Performance Assessment for California Teachers (PACT) and beginning teacher development: Can a performance assessment promote expert teaching practice

This dissertation study examined the impact of the Performance Assessment for California Teachers (PACT) on the learning experiences and teaching practice of preservice teachers enrolled in post-baccalaureate credential programs, as well as the conditions that supported their learning. The study was conducted during the second pilot year of PACT implementation (Spring 2004) across the state, focusing on the experiences of piloting teacher candidates at "Dewey University". The quantitative component examined survey responses of piloting and control group candidates before and after completing the PACT. In addition, score data and survey responses of piloting candidates across the PACT campuses were analyzed. The qualitative component involved case studies of eight teacher candidates at "Dewey University", four piloting and four control group candidates. Subjects' reports of learning and evidence of their growth in teaching were examined and compared.; Findings from the PACT Candidate Survey indicate that across campuses, a majority of piloting respondents reported learning important skills from the process of completing the PACT, particularly in the areas of Reflecting on teaching and Assessing student learning. However, there were mixed findings from the questionnaires and case studies at Dewey University. Piloting candidates at Dewey were not as positive about their experiences with the PACT, which may be related to difficult implementation conditions. At the same time, piloting case study subjects reported learning from completing the PACT in the areas of Planning a curriculum unit, Reflecting on teaching, and Assessing student learning. Examination of subjects' teaching practices over the course of the semester showed consistent evidence of piloting subjects' growth in these teaching skills.; Evidence from the case studies indicate that the experience of completing the PACT promoted learning and growth in areas of teaching that were experiential gaps in existing learning opportunities at the university and student teaching placements. Findings from this study suggest that performance assessments like the PACT can support teacher candidate learning of important teaching skills. However, there are a number of implementation and teaching conditions that may influence candidates' learning experiences with the performance assessment including access to supports and opportunities to make independent teaching decisions with few constraints.