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ERIC Number: EJ1218737
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2161-1602
EISSN: N/A
Examining the Reliability of a Culminating Teacher Education Assessment and Discovering Areas for Reform
Murley, Lisa D.; Stobaugh, Rebecca; Jukes, Pamela; Tassell, Janet
Educational Renaissance, v2 n2 p3-18 Feb 2014
The purpose of this article is to provide an overview of the process used to examine the inter-rater reliability of the Teacher Work Sample (TWS) Scoring Rubric involved with the senior culminating experience for teacher candidates used at a large comprehensive university. The study compared holistic and analytic scores reported by Student Teacher Seminar course instructors to those of trained participants to determine the consistency of ratings between the two groups. The study resulted in several clear areas for revising the TWS for reliability and created a foundation for future revisions. What may prove to be the most important finding of the study, however, is the need to examine the differences among scoring practices of raters because scoring varies among people. Common errors include misinterpretation of scoring rubrics, prompts, the teaching and learning process, and even concepts such as revised Bloom's Taxonomy. This finding could be generalized to other universities as all education programs utilize scoring prompts and rubrics to measure teacher candidate performance and most all use revised Bloom's Taxonomy in the teaching and learning process.
The Renaissance Group. University of North Carolina Wilmington, 626 MacMillian Avenue, Wilmington, NC 28409. Web site: https://educationalrenaissance.org/index.php/edren
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education; Early Childhood Education; Preschool Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky
Grant or Contract Numbers: N/A