Predicting Teacher Performance with Test Scores and Grade Point Average: A Meta-Analysis
A meta-analysis was conducted to examine the degree to which teachers' test scores and their performance in preparation programs as measured by their collegiate grade point average (GPA) predicted their teaching competence. Results from 123 studies that yielded 715 effect sizes were analyzed, a...
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| Veröffentlicht in: | American educational research journal 2009-03, Vol.46 (1), p.146-182 |
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| creator | D'Agostino, Jerome V. Powers, Sonya J. |
| description | A meta-analysis was conducted to examine the degree to which teachers' test scores and their performance in preparation programs as measured by their collegiate grade point average (GPA) predicted their teaching competence. Results from 123 studies that yielded 715 effect sizes were analyzed, and the mediating effects of test and GPA type, criterion type, teaching level, service level, and decade of data collection were considered. It was found that test scores were at best modestly related to teaching competence and that performance in preparation programs was a significantly better predictor of teaching skill. Results revealed that test scores likely do not provide additional information beyond preservice performance to safeguard the public from incompetent teaching. |
| doi_str_mv | 10.3102/0002831208323280 |
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Results from 123 studies that yielded 715 effect sizes were analyzed, and the mediating effects of test and GPA type, criterion type, teaching level, service level, and decade of data collection were considered. It was found that test scores were at best modestly related to teaching competence and that performance in preparation programs was a significantly better predictor of teaching skill. 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Results from 123 studies that yielded 715 effect sizes were analyzed, and the mediating effects of test and GPA type, criterion type, teaching level, service level, and decade of data collection were considered. It was found that test scores were at best modestly related to teaching competence and that performance in preparation programs was a significantly better predictor of teaching skill. Results revealed that test scores likely do not provide additional information beyond preservice performance to safeguard the public from incompetent teaching.</description><subject>Academic Achievement</subject><subject>Academic grading</subject><subject>Basic Skills</subject><subject>Certification</subject><subject>College instruction</subject><subject>Colleges & universities</subject><subject>Correlation</subject><subject>Councils</subject><subject>Educational administration</subject><subject>Educational evaluation</subject><subject>Educational research</subject><subject>Educational Testing</subject><subject>Effect Size</subject><subject>Elementary School Students</subject><subject>Grade Point Average</subject><subject>Higher education</subject><subject>Knowledge</subject><subject>Mathematical combinations</subject><subject>Meta Analysis</subject><subject>No Child Left Behind Act 2001-US</subject><subject>Pedagogy</subject><subject>Predictor Variables</subject><subject>Preservice 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| ispartof | American educational research journal, 2009-03, Vol.46 (1), p.146-182 |
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| source | Jstor Complete Legacy; SAGE Complete |
| subjects | Academic Achievement Academic grading Basic Skills Certification College instruction Colleges & universities Correlation Councils Educational administration Educational evaluation Educational research Educational Testing Effect Size Elementary School Students Grade Point Average Higher education Knowledge Mathematical combinations Meta Analysis No Child Left Behind Act 2001-US Pedagogy Predictor Variables Preservice Teacher Education Preservice teachers Program Effectiveness Scores Skills Student teaching Students Systematic review Teacher Certification Teacher Characteristics Teacher Competencies Teacher Competency Testing Teacher education Teacher Effectiveness Teacher evaluations Teacher performance Teachers Teaching Teaching Methods Teaching Skills Teaching, Learning, and Human Development Test scores |
| title | Predicting Teacher Performance with Test Scores and Grade Point Average: A Meta-Analysis |
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