Examining the Validity of a Student Teaching Evaluation Instrument
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| Title: | Examining the Validity of a Student Teaching Evaluation Instrument |
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| Language: | English |
| Authors: | Hylton, Sarah P., Joseph, Jacob D., Ward, Thomas J., Gareis, Christopher R. |
| Source: | Teacher Educators' Journal. Spr 2022 15(1):77-101. |
| Availability: | Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: ehthomps@ehc.edu; Web site: https://www.ateva.org/journal-1/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Teaching, Test Validity, Evaluation Methods, Teacher Competencies, Rating Scales, Teaching Skills, Professionalism, Teacher Education, Cooperating Teachers, Supervisors, Student Teachers |
| Abstract: | This study examines the validity of a student teaching evaluation instrument used in a teacher preparation program. Grounded in research-based conceptualizations of teaching and aligned to standards from relevant professional associations, the instrument is used to evaluate teacher candidates during their student teaching experience. To determine the instrument's validity, we used exploratory factor analysis and structural equation modeling to study responses from cooperating teachers, university supervisors, and student teachers. Findings partially confirm the validity of the instrument and indicate that the 30 competencies of the instrument comprise an invariant structure of four domains: planning, onstage teaching, assessment, and professionalism. Implications include instrument revision, the need for rater training, and further exploration of curricular alignment. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1344648 |
| Database: | ERIC |
| Abstract: | This study examines the validity of a student teaching evaluation instrument used in a teacher preparation program. Grounded in research-based conceptualizations of teaching and aligned to standards from relevant professional associations, the instrument is used to evaluate teacher candidates during their student teaching experience. To determine the instrument's validity, we used exploratory factor analysis and structural equation modeling to study responses from cooperating teachers, university supervisors, and student teachers. Findings partially confirm the validity of the instrument and indicate that the 30 competencies of the instrument comprise an invariant structure of four domains: planning, onstage teaching, assessment, and professionalism. Implications include instrument revision, the need for rater training, and further exploration of curricular alignment. |
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