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Accreditation Report 2002
Core Campuses: Bloomington and Indianapolis
for the National Council for Accreditation of Teacher Education
and the Indiana Professional Standards Board
Faculty Vita
Ginette Delandshere, Ph.D.
Title: Associate ProfessorOffice: W. W. Wright Education Building, room 4006
Campus: Bloomington
Year of appointment: 1994
Academic Degrees
| Ph.D. | University of California, Los Angeles | 1986 | Research Methodology, Measurement and Evaluation - Cognate: Psychology |
| M.A. | University of California, Los Angeles | 1981 | Research Methodology, Measurement and Evaluation |
| License in Sociology (M.A. equivalent) | Université de Liège, Belgium | 1975 | Sociology |
Professional Experience
| 1994-Present | Associate Professor, Indiana University, School of Education |
| 1994-Present | Inquiry Program Coordinator,Indiana University, School of Education |
| 1990-1994 | Project Psychometrician, Connecticut State Department of Education, University of Pittsburgh - NBPTS EA/ELA Assessment Development Laboratory |
| 1987-1994 | Program Director, Division of Research, Evaluation and Assessment, Connecticut State Department of Education |
| 1987-1987 | Research Coordinator, Educational Research Laboratory, University of Georgia, Athens |
| 1983-1986 | Teaching Associate, University of California, Los Angeles |
| 1980-1986 | Staff Research Associate, Center for the Study of Evaluation, University of California, Los Angeles |
| 1975-1978 | Researcher and Teaching Associate, Laboratoire de Pédagogie Expérimentale- Université de Liège, Belgium |
Faculty load
| 40% research, 40% teaching, 20% service/administrative |
Faculty Teaching
| Y604 | Multivariate Statistical Analysis in Educational Research | |
| Y502 | Intermediate Statistics Applied to Education | |
| Y617 | Psychometric Theory | |
| Y527 | Educational Assessment and Psychological Measurement | |
| Y520 | Strategies for Educational Inquiry | |
| F500 | Performance Assessment |
Selected Publications
- Delandshere, G. & Arens, S. (Jan/Febr. 2003, in press) Examining the quality of the evidence in pre-service teacher portfolios. Journal of Teacher Education.
Delandshere, G. (2002) Assessment as inquiry. Teachers College Record, 104 (7).
Delandshere, G & Petrosky, A. (2001). Framing teaching and teachers? National Board English Language Arts Certification in the US. L1-Educational Studies in Language and Literature, 1, 1-19.
Delandshere, G. & Arens, S. (2001) Representations of teaching in standards-based reform: Are we closing the debate about teacher education? Teaching and Teacher Education, 17, 547-566.
Delandshere, G. (2001). Implicit theories, unexamined assumptions and the status quo of educational assessment. Assessment in Education: Principles, Policy and Practice, 8(2) 113-133.
Petrosky, A. & Delandshere, G. (2001). In a contact zone: Incongruities in the assessment of complex performances of English teaching designed for the National Board for Professional Teaching Standards. In C. Dudley-Marling and C. Edelsky (Eds.), Progressive Language Practices. Urbana, Illinois: National Council of Teachers of English.
Petrosky, A. & Delandshere, G. (2000). Standards-based reform: Is this the way forward? English in Australia.
Petrosky, A. & Delandshere, G. (2000). Standards-based reform: Are we standardizing thinking or replacing it? English Record, 50(2) 4-12.
Delandshere, G. & Petrosky, A. (1999). It is also possible to quantify colors but that is not the point: A rejoinder to Brookhart. Educational Researcher, 28(3) 28-30.
Delandshere, G. & Jones, J. H. (1999) Elementary teachers' beliefs about assessment in mathematics: A case of assessment paralysis. Journal of Curriculum and Supervision, 14(3), 216-240.
Delandshere, G. & Petrosky, A. (1998). Assessment of complex performances: Limitations of key measurement assumptions. Educational Researcher, 27(2), 14-24.
Delandshere, G. (1996). From static and prescribed to dynamic and principled assessment of teaching. Elementary School Journal, 9(2), 105-120.
Delandshere, G. (1994). The assessment of teachers in the United States. Assessment in Education: Principles, Policy and Practice, 1(1), 95-113.
Delandshere, G. & Petrosky, A. (1994). Capturing teachers' knowledge: Performance assessment a) and post-structuralist epistemology, b) from a post-structuralist perspective, c) and post-structuralism, d) none of the above. Educational Researcher,. 23(5), 11-18.
Research Areas
- nterest in inquiry methodology, and assessment with particular focus on the socio-political practice of assessment, its purpose and meaning in the context of teaching, and learning.
Service/Outreach Projects
- Reviewer, Educational Researcher
Reviewer, Studies in Educational Evaluation
Reviewer, Review of Research in Education
Reviewer, Educational Evaluation and Policy Analysis
Reviewer, National Council on Measurement in Education
Reviewer, American Educational Research Association
Panel member for the Indiana Professional Standards Board (IPSB)
Consultant to the National Council of Teachers of English (NCTE)
Consultant to the Interstate New Teacher Assessment and Support Consortium (INTASC)
Consultant to Ministry of Education and Training, Hanoi, Vietnam and at Hanoi National University and Thai Nguyen University, Vietnam, 1996-1997.
Consultant to Delaware Superintendent of Public Instruction and State Board, 1992
Member, IEA-Third International Mathematics and Science Study Task Force, 1991-1992.
Consultant with the RAND corporation and the Vermont Department of Education on Vermont Portfolio Assessment
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