The purpose of this study was to determine the validity of using self-assessment and written test scores for making inservice teacher education decisions. This involved: (a) determining whether prospective teachers' self-assessment and written test scores are valid indicators of their actual performance on given teaching skills; (b) comparing the validities of self-assessments and competency test scores; (c) comparing inservice teacher classification decisions based on self-assessments and written test scores; and (d) determining the extent of misclassifications resulting from the use of both sources of assessment data. Thirty-five student teachers and their classroom supervising teacher volunteered to participate in this study. / Three instruments were constructed for the study. The Self-Assessment Inventory assessed student teachers' perceptions of their ability to demonstrate thirty-one teaching skills during a ten-week internship period. The Student Competency Test assessed their knowledge and understanding of the same thirty-one skills. Supervising teachers assessed student teachers' actual classroom performance on the given skills through summative ratings on the Teacher Assessment Inventory. All instruments were administered during the last week of the internship period. / Nonparametric statistics and regression analysis were used to examine the differences and relationships between student teachers' self-assessments, written test scores, and actual performance ratings. Findings from this study suggest that: (a) student teachers' self-assessments were significantly higher (p < .05) than their written test scores; no differences existed between their self-assessments and performance ratings; and their written test scores were significantly lower (p < .05) than their performance ratings; (b) there was no relationship between student teachers' self-assessments and performance ratings; a significant, but weak (p < .05) relationship existed between their written test scores and performance ratings; and a significant (p < .05) relationship existed between their combined self-assessment and written test scores and their performance ratings; and (c) the use of self-assessments, written test scores, and the combination of the two for making inservice teacher training classification decisions resulted in making classification errors of 40, 69, and 23 percent, respectively. / Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4411. / Thesis (Ph.D.)--The Florida State University, 1981.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74648 |
| Contributors | KNIGHT, MICHAEL ROBERT., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 218 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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