A Framework for Improvement
Analyzing Performance-Assessment Scores for Evidence-Based Teacher Preparation Program Reforms
Bibliographic Data
| ID | 4306477 |
|---|---|
| Authors | Kevin C Bastian (0000-0003-2734-9133, The University of North Carolina at Chapel Hill, USA, corresponding author), Diana B Lys (University of North Carolina at Chapel Hill), Diana Lys (The University of North Carolina at Chapel Hill, USA), Yi Pan (0000-0003-4685-221X, The University of North Carolina at Chapel Hill, USA) |
| Year | 2018 |
| Volume | 69 |
| Issue | 5 |
| Pages | 448-462 |
| Publication date | 2018-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487118755700 |
| OpenAlex | W2790544414 |
| Language | EN |
| Citations received | 8 |
| References cited | 29 |
Teacher candidate performance assessments represent a promising source of data for evidence-based program improvement. However, teacher preparation programs (TPPs) interested in reform face a crucial question: how to identify actionable evidence in performance-assessment data. To address this concern, we propose a two-pronged empirical framework that TPPs can use to analyze performance-assessment data. The first approach, latent class analysis, creates profiles of instructional practice by grouping candidates together based on similarities in their performance-assessment scores. This can help TPPs provide targeted supports to candidates. The second approach, predictive validity analyses, estimates relationships between candidates' performance-assessment scores and their performance as teachers-of-record. This can help TPPs identify programmatic elements significantly related to teacher outcomes. We illustrate this framework with Educative Teacher Performance Assessment (edTPA) data from a Partner University and contend that the impact of performance assessments can be amplified by these common strategies for analyzing performance-assessment data
Class (philosophy) · Mathematics education · Teacher education · Teacher Preparation · Artificial Intelligence · Computer Science · Education Practices and Evaluation · Educational Assessment and Improvement · Psychology · Teacher Education and Assessments
Exploring candidate interaction with a high stakes teacher performance assessment
Assessing the Predictive Validity of the Massachusetts Candidate Assessment of Performance
Using Data for Program Improvement in Teacher Education
A Within-Program Analysis of edTPA Score Reliability, Validity, and Utility
University-district partnerships to improve field experiences
Assessing the Assessment
Room for Improvement? Mentor Teachers and the Evolution of Teacher Preservice Clinical Evaluations
Different Methods for Assessing Preservice Teachers' Instruction
Teacher Preparation and Student Achievement
Toward a Theory of Teacher Community
Expansive Learning at Work
Toward a Theory of Teacher Community
Distinguishing Between Latent Classes and Continuous Factors
Creating “Cultures of Evidence” in Teacher Education
Distributed Leadership and Organizational Change
More or better student teaching
Teacher candidate performance assessments
Measure for Measure
Describing Profiles of Instructional Practice
Stayers and Leavers
Organizational culture
Teacher Collaboration in Instructional Teams and Student Achievement
Unstandardized Responses to a “Standardized” Test
Teacher Efficacy as a Multigroup Model Using Latent Class Analysis
Field Placement Schools and Instructional Effectiveness
The Predictive Validity of Measures of Teacher Candidate Programs and Performance
Evidence in Teacher Education
Evaluating Prospective Teachers
It Is Complicated
University-Based Teacher Preparation and Middle Grades Teacher Effectiveness
| Unique citing works | 8 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2020 - 2024 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |