Literaturnachweis - Detailanzeige
| Autor/inn/en | Archambault, Francis X., Jr.; Kulikowich, Jonna M.; Brown, Scott W.; Rezendes, George J. |
|---|---|
| Titel | Developing Performance Assessments To Measure Teacher Competency in the Use of Educational Technology. |
| Quelle | (2002), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Competence; Computer Uses in Education; Educational Technology; Elementary Secondary Education; Measurement Techniques; Performance Based Assessment; Teachers; Test Construction; Connecticut |
| Abstract | The Connecticut State Department of Education has established three levels of educational technology competencies for teachers. Over the past several years researchers at the University of Connecticut had developed a number of performance assessments to measure the extent to which teachers possess these educational technology competencies. This report describes the development and validation of an early version of the Level 1 technology assessment. Level 1 competencies include basic computer skills and the use of typical productivity software. It also describes how technology competence or accuracy scores related to teachers self-efficacy concerning the tasks assessed by the performance measure as well as their interest in the use of technology. Data were obtained from 61 teachers from 2 metropolitan school districts. Scores from the Level 1 performance measure have been found to be a valid and reliable means of assessing teacher educational technology competence. The measure has also been well-received by teachers. The research has uncovered significant positive correlations between educational technology competency and self-efficacy as expected. Unexpected, however, are the low correlations between interest scores and both teacher competency and self-efficacy. Differences were also found between the correlations of technology competency and self-efficacy scores taken before and after the technology competency measure was administered. Correlations are generally higher at posttest than at pretest, implying that teachers assessments of their own technology skills align more closely with the performance measure of these skills after they have taken an assessment designed to measure these skills. (Contains 5 tables and 22 references.) (Author/SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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