ERIC Number: ED471552
Record Type: RIE
Publication Date: 2002-Apr
Development and Validation of Student Teaching Performance Assessment Based on Danielson's Framework for Teaching.
This study examined the validity and reliability of a newly developed instrument for performance assessment of teachers. The instrument was based on the "framework for teaching" proposed by C. Danielson, a framework that identifies the aspects of a teacher's responsibilities that have been documented through empirical studies and theoretical research as promoting student learning. The University Supervisors Evaluation Report (USER) was developed based on 22 components in the 4 domains of Danielson's framework. Two slightly modified instruments, the Students Self-Report and the Cooperating Teacher's Evaluation Report (CTER), were developed for the purpose of validation. A panel of 23 members, including students, cooperating teachers, and university supervisors, was asked to evaluate the contents of each instrument in relation to the four domains of Danielson's framework. Thirty-three complete data sets were collected from student teachers and their cooperating teachers and university supervisors. In general, the internal consistency reliability within each domain was reasonably high except for domain 4 of the CTER. The interrater reliability was also high, as scores among students, cooperating teachers, and university supervisors were consistent. Some items, however, were deemed not suitable after careful examination, and these may be eliminated from the instrument. Overall, the new instrument was found to have high content validity and construct validity, but the concurrent validity comparing the existing assessment tool with the newly developed instrument was low. The existing instrument had never been validated, and may not have been appropriate for evaluating student teacher competence. Appendix A contains Danielsons framework, and Appendix B contains the instrument. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).