Validation Results: Performance Tests of Teaching Proficiency in Vocational Education.

Autor/in	Popham, W. James
Titel	Validation Results: Performance Tests of Teaching Proficiency in Vocational Education.
Quelle	(1969), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Achievement Gains; Achievement Tests; Behavioral Objectives; Educational Experiments; Evaluation Methods; Industrial Arts; Performance Tests; Teacher Effectiveness; Teacher Evaluation; Teaching Experience; Validity; Vocational Education + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulversuch; Industriekultur; Kunstgewerbe; Leistungsermittlung; Leistungsmessung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Gültigkeit; Ausbildung; Berufsbildung
Abstract	A project was undertaken to develop and validate a method of assessing teacher competence through the use of pupil performance tests. Teachers were given a list of specific, operationally defined objectives for a particular topic and directed to teach the objectives. Teacher competence was judged in relationship to the way their students performed on pre- and posttests of behaviors stated in the objectives. An attempt to validate this method of measuring teacher effectiveness involved contrasting the results produced by experienced teachers and nonteachers (28 pairs teaching a 10-hour auto mechanics unit and 16 pairs teaching a 10-hour electronics unit to high school industrial arts classes). Calculations of mean and standard deviation, internal consistency coefficients, intercorrelations between a number of variables, and analyses of covariance between pupil scores and interest revealed no significant differences between the teachers and nonteachers. Results (which confirmed those of an earlier study using social science classes) were interpreted as indicating that the experienced teacher is not more experienced than the nonteacher in modifying learner behavior in terms of previously established instructional objectives. Findings do not, however, refute the basic assumption that performance test measures are presently the most serviceable legitimate indices of teaching proficiency. (Related to ED 013 242, BR-5-0566.) (JS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01