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

, University of North Carolina at Chapel Hill, United States ; , Vanderbilt University, United States ; , Frank Porter Graham Child Development Institute, United States ; , University of North Carolina at Chapel Hill, United States

TATE Volume 59, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

Bastian, K.C., Henry, G.T., Pan, Y. & Lys, D. (2016). Teacher candidate performance assessments: Local scoring and implications for teacher preparation program improvement. Teaching and Teacher Education: An International Journal of Research and Studies, 59(1), 1-12. Elsevier Ltd. Retrieved October 20, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.05.008

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