ERIC Number: ED040152
Record Type: Non-Journal
Publication Date: 1964
Reference Count: N/A
Measuring Teacher Competence. Research Backgrounds and Current Practice.
Bradley, Ruth; And Others
The many studies on teacher competence, usually biased toward specific viewpoints and concerned only with segments of the whole performance, demonstrate the need for a clearer definition. Methods used to determine effectiveness include measurement of pupil gains, job analysis, and pupil ratings of teachers, all subject to inherent fallacies and limitations. The California Definition, published in 1952 by the California Teachers Association, has since been officially adopted by the state and identifies six teacher roles on the basis of the group or individuals with whom the teacher works. In 1950 the American Educational Research Association appointed a seven-member committee which established two general categories, relating directly to teacher effectiveness and to observable behavior and characteristics from which effectiveness may be inferred. In 1954 the American Psychological Association listed six categories: social validity, conceptualization, stability of the function, variability among the population, measurability, and ultimate-immediate relationships. An instrument developed at the University of Hawaii, using the California Definition as a base, is described with the suggestion that similar local instruments should be devised. An annotated bibliography is provided, as well as a detailed taxonomy of teacher roles from the California Definition. (This document is related to SP 003 954, in this issue.) (MBM)
Descriptors: Classification, Evaluation Methods, Job Skills, Measurement Instruments, Teacher Effectiveness, Teacher Evaluation, Teacher Qualifications
California Teachers Association, 1705 Murchison Drive, Burlingame, California 94010 ($2.00)
Publication Type: N/A
Education Level: N/A
Authoring Institution: California Teachers Association, Burlingame.