Search results for: Validity

The study was conducted to evaluate the consequential validity of the instrument Samples of Teaching Performance (STP). The participants in the study were 20 supervisors and 62 student teachers from three elementary and five secondary teacher preparation programs in Chile. Student teachers described how this assessment had honed their sense of professionalism and promoted learning of the skills assessed. Supervisors reported enlarging the topics discussed with student teachers and making some changes to the supervisory process.

This article describes the validation of the modified Electronic Portfolio Student Perspective Instrument (EPSPI). The article also reports the second major data collection effort involving 224 preservice teachers in a southeastern public university. Results suggest that student perspectives toward e-portfolios are multidimensional, involving four distinct and highly internally consistent underlying constructs accounting for 69% of the cumulative variability: learning, assessment, visibility, and support. This research provides further evidence that the EPSPI is a reliable measurement system.

Teachers' perception of the educational policy is vital to understand the success or failure of the policy's implementation. In this article, the authors describe the development and use of the Policy Characteristics Scale to measure teachers' perception of a new teacher evaluation policy. Implications for policy makers and school leaders are discussed.

The purpose of this study is to develop a scale, the Educational Technology Standards Scale (ETSS), to determine how effectively and appropriately preservice teachers use educational technologies. 460 seniorclass preservice teachers (189 male and 271 female) from six departments in the Education Faculty of Selçuk University in Turkey participated in this scale-development study in the academic year of 2005–2006. Analysis of the findings reveals that the scale (at the national level) helps universities in Turkey evaluate themselves for their education about educational technologies.