ERIC Number: EJ1415840
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4871
EISSN: EISSN-1552-7816
Different Methods for Assessing Preservice Teachers' Instruction: Why Measures Matter
Journal of Teacher Education, v75 n2 p168-185 2024
Teacher preparation programs are increasingly expected to use data on preservice teacher (PST) skills to drive program improvement and provide targeted supports. Observational ratings are especially vital, but also prone to measurement issues. Scores may be influenced by factors unrelated to PSTs' instructional skills, including rater standards. Yet we know little about how these measurement challenges play out in the preservice context specifically. Here, we investigate the reliability and sensitivity of two observational measures. We find measures collected during student teaching are especially prone to measurement issues; only 3% to 4% of variation in scores reflects consistent differences between PSTs, while 9% to 17% of variation can be attributed to the mentors with whom they work. When high scores stem not from strong instructional skills, but instead from external circumstances, we cannot use them to make consequential decisions about PSTs' individual needs or readiness for independent teaching.
Descriptors: Preservice Teachers, Measures (Individuals), Evaluation Problems, Teaching Skills, Scores, Classroom Environment, Student Teacher Evaluation, Student Teachers, Test Reliability, Differences, Interrater Reliability, Cooperating Teachers
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Classroom Assessment Scoring System
IES Funded: Yes
Grant or Contract Numbers: R305B140026; R305D190043