A study of the criterion-related validity of North Carolina's teacher performance appraisal instrument

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Phillip S. Riner (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
John Van Hoose

Abstract: The purpose of the research was to test the criterion validity of a high inference rating scale the North Carolina Teacher Performance Appraisal Instrument (TPAI). In 1987 North Carolina State Department of Public Instruction mandated annual evaluation of teachers in each school district utilizing the TPAI. The TPAI is composed of eight functions, five based on effective teaching research and three derived by professional consensus found in the literature. The TPAI is administered by principals and other personnel who have received specific training in the use of the instrument. Teachers are ranked on each of the eight functions using a six point scale ranging from Unsatisfactory to Superior. A sample of 40 teachers and 400 students were used to calculate partial correlation coefficients between each TPAI function rating and student achievement as measured by the California Achievement Test (CAT). Within-class regression was employed to estimate average student gains for each teacher. Stepwise multiple regression was used to select the student variables to be held constant. Student variables used to statistically equate classrooms were grade, IQ, number of absences during the first six months of school and student sex.

Additional Information

Language: English
Date: 1988
Teachers $z North Carolina $x Rating of
Student evaluation of teachers $z North Carolina
Teacher-student relationships $z North Carolina

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