Different Methods for Assessing Preservice Teachers’ Instruction: Why Measures Matter

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2023-09-25 DOI:10.1177/00224871231200279

Arielle Boguslav, Julie Cohen

引用次数: 0

Abstract

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.

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职前教师教学评估的不同方法:为什么测量很重要

越来越多的人期望教师培训项目使用职前教师(PST)技能数据来推动项目改进并提供有针对性的支持。观察评级尤其重要，但也容易出现测量问题。分数可能受到与pst教学技能无关的因素的影响，包括评分标准。然而，我们对这些测量挑战如何具体地在职前环境中发挥作用知之甚少。在这里，我们研究了两种观测措施的可靠性和灵敏度。我们发现在学生教学过程中收集的测量数据特别容易出现测量问题;只有3%至4%的分数差异反映了pst之间的一致差异，而9%至17%的差异可归因于与他们一起工作的导师。当高分不是来自强大的教学技能，而是来自外部环境时，我们就不能用它们来对pst的个人需求或独立教学的准备情况做出相应的决定。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).