A psychometric evaluation of the student teacher assessment system at UNCG using structural equation modeling

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Lucas Eric Stern (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Terry Ackerman

Abstract: Student teachers are evaluated based on a number of criteria at the University of North Carolina at Greensboro (UNCG). Among these criteria are the evidence portfolios, the Candidate Disposition Assessment Process (CDAP), and the Teacher Growth and Assessment for Pre-Service Profile (TGAP) instruments. These instruments attempt to measure teacher skills and attitudes at various points throughout a student teacher’s progress leading up to graduation. Structural equation modeling was used first to compare the appropriateness of five confirmatory factor analysis models when the data is fit to each of them. Next, the most appropriate model was used to explore the quality of the items. Differences were examined between teacher candidate evaluators in cases where multiple raters exist. Finally, a differential item functioning (DIF) analysis will compare the way items were interpreted by the evaluators of elementary teacher candidates and middle secondary teacher candidates by the use of a multiple indicator-multiple cause model. The six-factor correlated model best represented the data from the assessment system of teacher candidates at the UNCG. Details of the model showed good evidence for the reliability of all six factors, however further data needs to be collected and preserved in order to draw conclusions about the instruments capacity to distinguish accurately teacher candidates whose abilities in at least one of the six areas being measured would put them near the cut score. Evidence was found of high inter-rater reliability between the supervising teacher and the on-site teacher evaluator for scores on the CDAP instrument, however differences were found between these raters for the TGAP instrument. In the demonstration of DIF detection, a few items were flagged as potentially being interpreted as significant differences in ratings between secondary/middle evaluators and elementary evaluators.

Additional Information

Language: English
Date: 2016
Structural Equation Modeling, Student Teacher Evaluation
Student teachers $x Rating of $z United States
Teachers $x Training of $z United States $x Evaluation
University of North Carolina at Greensboro

Email this document to