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ERIC Number: ED390916
Record Type: RIE
Publication Date: 1994-Nov
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Convergent and Discriminant Validation of a Summative Evaluation Instrument for Student Teaching.
Nichols, Teresa M.; And Others
Validity evidence was determined for an instrument used at a state university to measure student perception of the institutionally stressed importance of various professional traits and his/her performance of these traits. Subjects were 87 preservice teachers at the end of student teaching. Scores from the institutionally stressed importance component of the instrument were correlated with scores from another instrument developed at a different university that was intended to measure the same construct. The same procedure was followed regarding students' perceived performance. Significant correlational coefficients of 0.82 and 0.78 between the instruments purporting to measure the same constructs provided supportive convergent validity evidence. The two constructs of each university's instrument were also correlated with American College Testing Program Assessment scores, with resulting correlational coefficients that provided evidence supportive of discriminant validity. Alpha reliabilities of 0.92 or higher supported the internal consistency of the two components of both measures. An exhibit presents the developed instrument. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: ACT Assessment; Convergent Validation; Discriminant Validity; Preservice Teachers
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Nashville, TN, November 9-11, 1994).