ERIC Number: ED117110
Record Type: RIE
Publication Date: 1975-Sep
Reference Count: 0
The Nature of and Alternatives for Teacher Competency Statements and Implications for Assessment Techniques.
Roth, Robert A.
Competency based teacher education has been defined in various ways, but there is general agreement on at least two basic elements. The first essential characteristic is the specification of teacher competencies which form the basis of the entire program. The second is the design of assessment techniques directly related to the specific competencies. Competencies have been written in a variety of ways and have been related to various domains or competency areas. In each of the competency domains the form of the competency must be examined to determine appropriate assessment techniques. There are a number of assessment factors which need to be considered in the evaluation of competencies. The nature of the standards, or criterion selection, is essential. Other concerns are comprehensiveness and fidelity of the assessment system, validity and reliability of data, and general utility of the process. Assessment of knowledge competencies can be accomplished through paper and pencil testing. Assessment of teaching behaviors or performances, however, requires observation of the individual demonstrating the skill. This may be accomplished by rating scales or structured observation systems. Utilizing sampling and student achievement have also been used, although it has been concluded that student learning measures cannot be fairly used to evaluate individual teachers at present. (An extensive list of references is included.) (RC)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Michigan State Dept. of Education, Lansing. Teacher Preparation and Professional Development Services.