The Predictive Validity of Measures of Teacher Candidate Programs and Performance

Henry, Gary T.; Campbell, Shanyce L.; Thompson, Clarissa A.; Patriarca, Linda A.; Luterbach, Kenneth J.; Lys, Diana B.; Covington, Vivian Martin

doi:10.1177/0022487113496431

Cited by 63 publications

(49 citation statements)

References 34 publications

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“…Hence, stereotypes about teachers' qualities are often defined in relation to a binary opposite, such as efficient and inefficient, new and old and progressive contra traditionalist (Hanushek, 2002;Henry et al, 2013), for example: '[t]he new [educational] system is ridiculous. Let's go back to the old ways' (Pascoe, 1993, p. 60, in Thomas, 2004).…”

Section: Examples Of Media Images Of Teachers and Educational Researcmentioning

confidence: 99%

Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence

Edling¹

2014

Journal of Curriculum Studies

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Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence SILVIA EDLING The paper highlights four tendencies in the media reporting of teachers and education: (a) recurring patterns of defining education in crisis, (b) mantling responsibility as exterior spokespersons for education and teachers, (c) excluding teachers' and educational researchers' knowledge and experiences in the media and (d) simplifying the notion of a good and bad teacher through stereotypes and dualistic frameworks that overlook task and relational complexity. In this paper, I explore how the simplifications of teachers and education that are often presented in the media can be interpreted as structural violence. In the light of these tendencies, research on structural violence helps to remind us that: (a) teachers are unwillingly forced into a paradoxical (in)visibility, (b) they are squeezed in-between two pressuring external demands, namely the complexities in their professional assignment that are politically steered and stereotypes of the good and bad teacher produced by, in this case, the media, (c) they risk wasting time and energy on addressing prejudices that have nothing to do with the specific work they are expected to do and (d) the logic of binary stereotypes is a power issue that brands teachers into a position of permanent failure.

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Section: Examples Of Media Images Of Teachers and Educational Researcmentioning

confidence: 99%

Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence

Edling¹

2014

Journal of Curriculum Studies

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“…The mean cost of selection methods for the receiving institution or school district was US $104.32 per candidate, with a low of $0 in four studies where existing data such as secondary school or university grades were used for selection (Heinz, 2013;Henry et al, 2013), or where required assessments were used with costs borne by the candidates (e.g., Denner, Norman, & Lin, 2009). The highest costs (e.g., $289.61, $209.13) were calculated for assessment centers requiring multiple assessors (e.g., Bieri & Schuler, 2011) and selection methods that required initial training costs (e.g., $2500 for the TPI in Bingham, 2000) in addition to time required for interviews.…”

Section: Cost Of Selection Methodsmentioning

confidence: 99%

Selecting Teachers and Prospective Teachers: A Meta-Analysis

Klassen¹,

Kim²

2018

Preprint

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The purpose of this review article was to examine the methods used for the selection of teachers for employment and prospective teachers entering initial teacher education (ITE) programs, and to assess the predictive validity of these methods. We reviewed 32 studies reporting selection methods administered in high-stakes conditions and that included an external (not self-reported) teacher effectiveness outcome measure. The overall effect size was small but significant (r = .12, p < .001). Moderator analyses showed that academic and non-academic predictors were both significantly associated with teacher effectiveness measures and that effect sizes were small (but significant) for selection into employment and ITE. We conclude the review by proposing a research agenda that has the potential to enhance educational outcomes by improving the selection of prospective teachers.

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“…As part of this work, CU found that its self-developed candidate portfolio assessment failed to identify the multiple constructs it was designed to assess and was not predictive of graduate outcomes (Henry et al, 2013). This lack of valid assessment data upon which to base program improvement efforts and respond to new accountability pressures drove CU to seek a new portfolio assessment.…”

Section: Tpa Scoring Procedures At Collaborating Universitymentioning

confidence: 99%

“…At least one study suggests that many traditional measures of teacher candidate performance, such as grade point average, licensure exam scores, dispositional ratings, and student teaching ratings, do not meet all these criteria and thus, may be of limited use for evidence-based program improvement (Henry et al, 2013). In recent years, however, many teacher educators have supported the creation and widespread adoption of teacher candidate performance assessmentsdone of which has received widespread attention, the Teacher Performance Assessment (TPA).…”

Section: Introductionmentioning

confidence: 99%

Teacher candidate performance assessments: Local scoring and implications for teacher preparation program improvement

Bastian

Henry

Pan

et al. 2016

Teaching and Teacher Education

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h i g h l i g h t sLocally-scored performance assessments partially-aligned with construct framework. Locally-scored performance assessments systematically higher than official scores. Locally-scored performance assessments significantly predict teacher outcomes. Candidate performance assessments may inform evidence-based program improvement. a b s t r a c tLocally-scored teacher candidate performance assessments offer teacher preparation programs (TPPs) formative performance data, common language and expectations, and information to guide program improvements. To best use these data, TPPs need to understand the validity and reliability of local scoring and assess whether scores predict candidates' performance as teachers. Examining locally-scored performance assessments, we find that local scores are significantly higher than official scores. However, local scores identify three factors partially-aligned with the assessment's construct blueprint and significantly predict teachers' performance outcomes. These analyses provide a framework for research and highlight the utility of locally-scored performance assessments for evidence-based TPP improvement.

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The Predictive Validity of Measures of Teacher Candidate Programs and Performance

Cited by 63 publications

References 34 publications

Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence

Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence

Selecting Teachers and Prospective Teachers: A Meta-Analysis

Teacher candidate performance assessments: Local scoring and implications for teacher preparation program improvement

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