Teacher candidate performance assessments: Local scoring and implications for teacher preparation program improvement

被引：16

作者：

Bastian, Kevin C. ^{[1
]}

Henry, Gary T. ^{[2
]}

Pan, Yi ^{[3
]}

Lys, Diana ^{[4
]}

机构：

[1] Univ North Carolina Chapel Hill, Educ Policy Initiat Carolina, Abernathy Hall,Campus Box 3279, Chapel Hill, NC 27599 USA

[2] Vanderbilt Univ, Peabody Coll, PMB 414,230 Appleton Pl, Nashville, TN 37203 USA

[3] Univ North Carolina Chapel Hill, Frank Porter Graham Child Dev Inst, 105 Smith Level Rd, Chapel Hill, NC 27516 USA

[4] Univ North Carolina Chapel Hill, 101Peabody Hall,Campus Box 3500, Chapel Hill, NC 27599 USA

来源：

TEACHING AND TEACHER EDUCATION | 2016年 / 59卷

关键词：

Performance assessments; Evidence-based program improvement; Construct validity; Reliability; Predictive validity; CALIFORNIA-TEACHERS; EDUCATION; ILLUSTRATION; VALIDITY;

D O I：

10.1016/j.tate.2016.05.008

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Locally-scored teacher candidate performance assessments offer teacher preparation programs (TPPs) formative performance data, common language and expectations, and information to guide program improvements. To best use these data, TPPs need to understand the validity and reliability of local scoring and assess whether scores predict candidates' performance as teachers. Examining locally-scored performance assessments, we find that local scores are significantly higher than official scores. However, local scores identify three factors partially-aligned with the assessment's construct blueprint and significantly predict teachers' performance outcomes. These analyses provide a framework for research and highlight the utility of locally-scored performance assessments for evidence-based TPP improvement. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：1 / 12

页数：12

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