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ERIC Number: ED463286
Record Type: Non-Journal
Publication Date: 2002-Feb
Pages: 34
Abstractor: N/A
Reference Count: N/A
The Use of Complex Case Analysis To Make Visible the Quality of Teacher Candidates.
Denner, Peter; Miller, Terry; Newsome, Jack; Birdsong, Julie
Faculty members at Idaho State University evaluated the use of case analysis as an accountability measure for demonstrating teacher candidates' abilities to meet targeted course, institutional, and state teaching standards for student motivation and classroom management. Thirty-four teacher candidates completed a case analysis assessment. Predictive validity was explored by comparing the teacher candidates' case analysis scores with the teaching observation scores they received during a field-based internship. The findings support the generalizability of case analysis ratings made on the basis of a standards-based scoring rubric. The ratings were shown to differentiate levels of performance in accordance with those standards. Support for the content validity of the case analysis assessment was obtained by applying criteria for judging the content representativeness of performance assessments suggested by Crocker (1997), including realism, frequency, necessity, and importance of the targeted teaching behaviors to actual practice. The findings also support one aspect of the predictive validity of the case analysis assessment for appraising candidates' overall ability to manage a public school classroom. Evaluation worksheets used in study and published by the College of Education, Idaho State University, are appended. (Contains 22 references. (Author/SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A