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ERIC Number: ED230586
Record Type: RIE
Publication Date: 1983-Apr
Pages: 20
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Assessment of Teacher Performance: Constructs of Teacher Competencies Based on Factor Analysis of Observation Data.
Wiersma, William; And Others
This study focused on a comparison of the factor structures of the scores on l8 teacher competencies measured by both low-inference and high-inference observation. The observation inventories used were the Classroom Observations Keyed for Effectiveness Research (COKER) for low-inference observation, and the Teacher Performance Assessment Instruments (TPAI) for high-inference observation. The data were obtained on over 250 student teachers observed in their concluding year of training, in a four-year, competency-based, teacher education program. The factor structures based on the two sets of scores, one from the COKER, the other from the TPAI, were quite different; although variance accounted for was about the same. The TPAI produced a strong, general factor and a second factor concerned with instructional variety. The COKER produced five, consistently strong factors concerned with variety and flexibility, modifying instruction and working with various sized groups, discipline and communication, questioning and discussion, and feedback and correction of cognitive performance. The results indicated little convergent validity between the low-inference and high-inference observation. Measurement in this area appears to be highly instrument dependent. (Author/CM)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Classroom Observations Keyed Effectiveness Res; Teacher Performance Assessment Instruments
Note: Paper presented at the Annual Meeting of the American Educational Research Association (67th, Montreal, Quebec, April 11-15, 1983).