![[Authentic Assessment of Teaching in Context.pdf]] - This paper is about teacher and teacher evaluation not student - Training teachers to follow a fixed set of prescriptions discourages teachers from adapting their instruction to the particular subjects and students they are teaching. Hence, the instructional effectiveness of teachers given such training is unlikely to be at a high level - If one believes that a teacher is not something one becomes but rather something one is constantly becoming, then a core function of teacher education is to increase the ability of candidates to reflect upon and learn from teaching. Assessments of the work of a teacher that include opportunities for learning from feedback and reflection both support the development of greater levels of competence and measure a critical attribute of an effective teacher; the ability to learn from practice. - <mark style="background: #FFF3A3A6;">The assessment of a case created by a teacher rests on the ability of the case-writer to connect information about teaching events, students, or situations to a broader body of knowledge about learning, teaching, development, culture, motivation, behavior and contextual influences on all of these.</mark> - The third act does not tie up the loose ends like a thirty-minute situation comedy. Mark did not re-teach pi and his students live happily ever after. Rather he carefully analysed student responses, reflected upon his assumptions and anticipations, and developed a theory that accounted for his experience - For case studies we should try to get multiple perspectives from all facilitators and volunteers