Examining the Reliability of a Culminating Teacher Education Assessment and Discovering Areas for Reform

Autor/inn/en	Murley, Lisa D.; Stobaugh, Rebecca; Jukes, Pamela; Tassell, Janet
Titel	Examining the Reliability of a Culminating Teacher Education Assessment and Discovering Areas for Reform
Quelle	In: Educational Renaissance, 2 (2014) 2, S.3-18 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-1602
Schlagwörter	Teacher Education; Interrater Reliability; Scoring Rubrics; Preservice Teachers; Student Teaching; Seminars; Teacher Educators; Taxonomy; Test Interpretation; Cues; Learning Processes; Elementary School Teachers; Preschool Teachers; Secondary School Teachers; Cooperating Teachers; College Faculty; Holistic Approach; Educational Objectives; Training; Assessment Literacy; Construct Validity; Teaching Methods; Misconceptions; Data Analysis; Performance Based Assessment; State Standards; Kentucky + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Interrater-Reliabilität; Scoring formulas; Auswertungsbogen; Teaching practice; Unterrichtspraxis; Seminar; Teacher education; Education; Taxonomie; Test analysis; Testauswertung; Stichwort; Learning process; Lernprozess; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Co-operation; Cooperation; Kooperation; Fakultät; Holistischer Ansatz; Educational objective; Bildungsziel; Erziehungsziel; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Missverständnis; Auswertung; Leistungsermittlung
Abstract	The purpose of this article is to provide an overview of the process used to examine the inter-rater reliability of the Teacher Work Sample (TWS) Scoring Rubric involved with the senior culminating experience for teacher candidates used at a large comprehensive university. The study compared holistic and analytic scores reported by Student Teacher Seminar course instructors to those of trained participants to determine the consistency of ratings between the two groups. The study resulted in several clear areas for revising the TWS for reliability and created a foundation for future revisions. What may prove to be the most important finding of the study, however, is the need to examine the differences among scoring practices of raters because scoring varies among people. Common errors include misinterpretation of scoring rubrics, prompts, the teaching and learning process, and even concepts such as revised Bloom's Taxonomy. This finding could be generalized to other universities as all education programs utilize scoring prompts and rubrics to measure teacher candidate performance and most all use revised Bloom's Taxonomy in the teaching and learning process. (As Provided).
Anmerkungen	The Renaissance Group. University of North Carolina Wilmington, 626 MacMillian Avenue, Wilmington, NC 28409. Web site: https://educationalrenaissance.org/index.php/edren
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01