The Predictive Validity of Measures of Teacher Candidate Programs and Performance: Toward an Evidence-Based Approach to Teacher Preparation
Calls for evidence-based reform of teacher preparation programs (TPPs) suggest the question: Do the current indicators of progress and performance used by TPPs predict effectiveness of their graduates when they become teachers? In this study, the indicators of progress and performance used by one pr...
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| Veröffentlicht in: | Journal of teacher education 2013-11, Vol.64 (5), p.439-453 |
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| container_issue | 5 |
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| container_title | Journal of teacher education |
| container_volume | 64 |
| creator | Henry, Gary T. Campbell, Shanyce L. Thompson, Charles L. Patriarca, Linda A. Luterbach, Kenneth J. Lys, Diana B. Covington, Vivian Martin |
| description | Calls for evidence-based reform of teacher preparation programs (TPPs) suggest the question: Do the current indicators of progress and performance used by TPPs predict effectiveness of their graduates when they become teachers? In this study, the indicators of progress and performance used by one program are examined for their ability to predict value-added scores of program graduates. The study finds that rating instruments, including disposition surveys, clinical practice observation ratings, and portfolio assessments, each measure a single underlying dimension rather than the multiple constructs they were designed to measure. Neither these instruments nor teacher candidates’ scores on standardized exams predict their later effectiveness in the classroom based on value-added models of student achievement. Candidates’ grade point averages during their preparation program and number of math courses were positively associated with their students’ math score gains. These findings suggest a need for better instruments to measure prospective teachers’ progress toward proficiency. |
| doi_str_mv | 10.1177/0022487113496431 |
| format | Article |
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In this study, the indicators of progress and performance used by one program are examined for their ability to predict value-added scores of program graduates. The study finds that rating instruments, including disposition surveys, clinical practice observation ratings, and portfolio assessments, each measure a single underlying dimension rather than the multiple constructs they were designed to measure. Neither these instruments nor teacher candidates’ scores on standardized exams predict their later effectiveness in the classroom based on value-added models of student achievement. Candidates’ grade point averages during their preparation program and number of math courses were positively associated with their students’ math score gains. 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In this study, the indicators of progress and performance used by one program are examined for their ability to predict value-added scores of program graduates. The study finds that rating instruments, including disposition surveys, clinical practice observation ratings, and portfolio assessments, each measure a single underlying dimension rather than the multiple constructs they were designed to measure. Neither these instruments nor teacher candidates’ scores on standardized exams predict their later effectiveness in the classroom based on value-added models of student achievement. Candidates’ grade point averages during their preparation program and number of math courses were positively associated with their students’ math score gains. These findings suggest a need for better instruments to measure prospective teachers’ progress toward proficiency.</description><subject>Academic Achievement</subject><subject>Achievement Gains</subject><subject>ACT Assessment</subject><subject>Education reform</subject><subject>Educational Change</subject><subject>Educational programs</subject><subject>Educational reform</subject><subject>Evidence</subject><subject>Grade Point Average</subject><subject>Hierarchical Linear Modeling</subject><subject>Mathematics Achievement</subject><subject>Mathematics Education</subject><subject>Measures (Individuals)</subject><subject>Performance evaluation</subject><subject>Portfolio Assessment</subject><subject>Praxis Series</subject><subject>Predictive Validity</subject><subject>Predictor Variables</subject><subject>Preservice Teacher Education</subject><subject>Preservice Teachers</subject><subject>Program Effectiveness</subject><subject>Rating Scales</subject><subject>SAT (College Admission Test)</subject><subject>Statistical Analysis</subject><subject>Student Teaching</subject><subject>Students</subject><subject>Teacher centers</subject><subject>Teacher centres</subject><subject>Teacher Characteristics</subject><subject>Teacher Education</subject><subject>Teacher Education Programs</subject><subject>Teacher Effectiveness</subject><subject>Teacher Improvement</subject><subject>Teachers</subject><subject>Teaching Methods</subject><subject>Training</subject><subject>Value Added Models</subject><issn>0022-4871</issn><issn>1552-7816</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2013</creationdate><recordtype>article</recordtype><recordid>eNqNkk1P3DAQhi3USmxp771UitQTh4A_Yjs5woouoOVL3fZqGWccjJKY2tmq_HscLWK11YKQD7ZmnndmrHcQ-krwASFSHmJMaVFKQlhRiYKRHTQhnNNclkR8QJMxnY_5XfQpxnuMcSGYmKCbxR1k1wFqZwb3F7LfunW1Gx4zb7ML0HEZII7vBWhzByGb6r52tR5GkW-C7mKWItk1BOtDp3sDn9FHq9sIX57vPfTrx8lieprPr2Zn06N5bjithlzQujbW1FgwwgQQgW85JhXn3FpBMStYdStLrLExUhMqcMWBcCYZp4TKAtge-r6q-xD8nyXEQd37ZehTS0UKXjJe4YKvqUa3oFxv_RC06Vw06ohxLKRkokpUvoVqoIegW9-DdSm8wR9s4dOpoXNmq2B_Q5CYAf4NjV7GqM5-Xr6fPZ69my1n87c--cwa37bQgErmTK82ebziTfAxBrDqIbhOh0dFsBp3Tv2_c0nybSWB4MwLfnJOkrNMsPUIUaeOa79eq_cEL8DW1A</recordid><startdate>20131101</startdate><enddate>20131101</enddate><creator>Henry, Gary T.</creator><creator>Campbell, Shanyce L.</creator><creator>Thompson, Charles L.</creator><creator>Patriarca, Linda A.</creator><creator>Luterbach, Kenneth J.</creator><creator>Lys, Diana B.</creator><creator>Covington, Vivian Martin</creator><general>SAGE Publications</general><general>Corwin Press, Inc</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>8GL</scope><scope>IBG</scope><scope>ISN</scope></search><sort><creationdate>20131101</creationdate><title>The Predictive Validity of Measures of Teacher Candidate Programs and Performance</title><author>Henry, Gary T. ; 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| subjects | Academic Achievement Achievement Gains ACT Assessment Education reform Educational Change Educational programs Educational reform Evidence Grade Point Average Hierarchical Linear Modeling Mathematics Achievement Mathematics Education Measures (Individuals) Performance evaluation Portfolio Assessment Praxis Series Predictive Validity Predictor Variables Preservice Teacher Education Preservice Teachers Program Effectiveness Rating Scales SAT (College Admission Test) Statistical Analysis Student Teaching Students Teacher centers Teacher centres Teacher Characteristics Teacher Education Teacher Education Programs Teacher Effectiveness Teacher Improvement Teachers Teaching Methods Training Value Added Models |
| title | The Predictive Validity of Measures of Teacher Candidate Programs and Performance: Toward an Evidence-Based Approach to Teacher Preparation |
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