Examining the Relationship between Two Assessments of Teacher Effectiveness

Autor/inn/en	Kirchner, Jana; Evans, C. Samuel; Norman, Antony D.
Titel	Examining the Relationship between Two Assessments of Teacher Effectiveness
Quelle	In: Action in Teacher Education, 32 (2010) 1, S.73-81 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
Schlagwörter	Preservice Teacher Education; Student Teachers; Teacher Effectiveness; Teacher Education Programs; Work Sample Tests; Certification; Teacher Evaluation; Psychometrics; Evaluation Methods; Predictive Measurement; Predictive Validity; Teacher Characteristics; Interviews; Predictor Variables; Scoring Rubrics; Portfolio Assessment + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Abschlusszeugnis; Zertifizierung; Teacher appraisal; Lehrerbeurteilung; Psychometry; Psychometrie; Interviewing; Interviewtechnik; Prädiktor; Scoring formulas; Auswertungsbogen; Portfoliobeurteilung
Abstract	We administered two instruments designed to assess and predict teacher effectiveness, the TeacherInsight Interview (TI) and the Renaissance Teacher Work Sample (TWS), to student teachers (N = 396) at a large comprehensive institution in the Southeastern United States to investigate whether TWS performance predicts TI scores. We first investigated the relationships of teacher candidate characteristics--such as demographic information, certification level (e.g., elementary education, middle-grades education), and teacher program entrance requirements--to both instruments. Gender, Praxis Principles of Learning and Teaching scores, and certification level were significantly related to both TI and TWS total scores. Additionally, ACT scores were significantly related to TWS scores. Stepwise regression analyses revealed that only certification level and Praxis Principles of Learning and Teaching scores were significant predictors of TI scores. Implications regarding the relationship of candidate characteristics--especially, certification level--to both instruments are discussed in the context of assessing and predicting teacher effectiveness. (Contains 4 tables.) (As Provided).
Anmerkungen	Rowman & Littlefield Education. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail: custserv@rowman.com; Web site: http://www.rowmaneducation.com/Journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10