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Research

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Jeffries, C., & Maeder, D. W. (2004 - 2005). Using vignettes to build and assess teacher understanding of instructional strategies. The Professional Educator, 27(1 & 2), 17-28.

Abstract

In the last fifty years, the use of stories in education has included vignettes as an effective stimulus for discussion of real-life contexts and problems. However, vignettes have rarely been used as an assessment tool and there is no reported consensus on their definition and design. This article documents the use of vignettes as an effective method of assessing pedagogical understanding in our teacher development courses from 1995-2003, suggesting that vignettes are significantly correlated with more traditional forms of assessment, are highly predictive of course-ending project performances, and represent an episode of learning in their own right. Finally, we propose a more concise definition and a more rigorous course of study for vignette development and implementation.

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Jeffries, C., & Maeder, D. W. (2006). Using instructional and assessment vignettes to promote recall, recognition, and transfer in educational psychology courses. Teaching Educational Psychology, 1(2), 1-19. 

Abstract

Instructors have long used short descriptive stories such as vignettes as a tool to model, teach, and research behavior and understanding as well as to stimulate discussion and problem solving in learning situations. This article summarizes the results of a study comparing the effectiveness of two types of vignettes  (evaluation and synthesis) as instructional tools and assessment tasks in five sections of an educational psychology course. Study results suggest that the positive effects of vignette instructional and assessment tasks on student mastery of subject matter are additive, regardless of the type of vignette. Mean quiz, assignment, and posttest scores in the two sections that received vignette instruction were significantly higher than those in sections that did not receive vignette instruction and differed only in terms of assessment style (forced-choice, summarization, and vignette). Scaffolding vignette instruction not only enhanced vignette assessment performance as a measure of transfer of course content, but also enhanced recognition and recall of coursecontent. 

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Chen, D., Rowland, C. Stillman, R., & Mar, H. (2009). Authentic practices for assessing communication skills of young children with sensory impairments and multiple disabilities. Early Childhood Services,3(4), 328-339.

Abstract

This articles reports on recommended practices for assessing the communication of young children (2-8 years old) with multiple disabilities that include visual impairment and hearing loss. Findings include key themes, considerations, and recommendations derived from a series of focus groups with parents, service providers, and state technical assistance providers and surveys that obtained the experiences and suggestions from these stake holders.

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Jeffries, C., & Maeder, D. W. (2009). The effect of scaffolded vignette instruction on student mastery of subject matter. The Teacher Educator, 44, 21-39.
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Gehart, D. (2011). The core competencies in marriage and family therapy education: Practical aspects of transitioning to a learning-centered, outcome-based pedagogy. Journal of Marital and Family Therapy, 37, 344-354. doi: 0.1111/j.1752-0606.2010.00205.x

Abstract

This article describes a seven-step process for helping marriage and family therapy educators develop learning assessment systems in their programs to measure student mastery of the family therapy core competencies.

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Jeffries, C., & Maeder, D. W. (2011). Comparing vignette instruction and assessment tasks to classroom observations and reflections. The Teacher Educator, 46(2), 161-175
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Gainsburg, J., & Ericson, B. (2015). (Relatively) smooth sailing: How a large state university successfully adopted the PACT Teaching Event. The New Educator, 11(1), 24-36.

Abstract

In this article, the PACT Coordinator and former Department Chair of the Department of Secondary Education at a large state university describe how the PACT Teaching Event was introduced, piloted and implemented in their department. Despite the size and complexity of this department, PACT implementation went relatively smoothly, with widespread and positive participation by full-time and part-time faculty. The authors explain the successful implementation, drawing on data from faculty focus groups and campus leaders. The authors give recommendations for largescale credential programs that are considering implementing a high-stakes teacher-performance assessment.

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