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ERIC Number: ED333009
Record Type: Non-Journal
Publication Date: 1990-Jun
Pages: 54
Abstractor: N/A
Reference Count: N/A
Scoring a Semi-Structured Interview for Assessment of Beginning Secondary Mathematics Teachers.
Grover, Barbara W.; And Others
The semi-structured interview was investigated as a content-based assessment designed to take into account the complexity of teaching. A semi-structured interview licensing assessment for secondary mathematics teachers was developed and tested by the Connecticut State Department of Education. The scoring system converted the open-ended verbal responses of candidates into a set of meaningful numerical scores. Assessment was made on four general dimensions of teaching: content knowledge; content pedagogy; knowledge of students; and basic communications. Four specific tasks were used: (1) organizing a unit; (2) organizing a lesson; (3) alternative mathematical approaches; and (4) evaluating student error patterns. The scoring system also evaluated the interview as a whole. The data analysis focused on the reliability of the ratings and the validity of the assessment. The results of a pilot study conducted with 13 interviewers, 10 candidates, and 20 raters suggest that the scoring approach was viable for new assessment instruments to measure the complexity of effective teaching. Seven tables and three figures illustrate the study. A 25-item list of references is included. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Connecticut State Dept. of Education, Hartford.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.