A factorial study of student performance in initial teacher education

Bibliographic Data

ID14690604
AuthorsStephen Sharp (Education Scotland, corresponding author)
Year1997
Volume22
Issue3
Pages363-378
Publication date1997-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueStudies in Higher Education (JOURNAL)
Journal identifiersISSN: 0307-5079 • E-ISSN: 1470-174X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079712331380956
OpenAlexW2044928411
LanguageEN
References cited8

This study applies principal components analysis and latent trait modelling to students' grades from two year cohorts of two modularised initial teacher education courses. The aim was to throw light on the nature of student performance and to contribute to the debate about the most appropriate way of reporting student achievement. The results showed the dominance of the general factor in human attainment but also produced evidence of a second factor distinguishing placement performance from taught components and some evidence of a third factor distinguishing between the third and fourth years of the course. The implications of the results for reporting student assessment are discussed

Academic achievement · Factorial analysis · Higher education · Mathematics education · Pedagogy · Political science · Statistics · Student achievement · Trait · Computer Science · Education, Achievement, and Giftedness · Educational and Psychological Assessments · Mathematics · Psychology · School Choice and Performance

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