Generalizability and Validity of the Use of a Case Analysis Assessment to Make Visible the Quality of Teacher Candidates


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Abstract

The use of case analysis as an accountability measure for demonstrating teacher candidates’ abilities to meet targeted course, institutional, and state teaching standards for student motivation and classroom management was evaluated. The findings supported the generalizability of case analysis ratings made using a standards-based scoring rubric, and the ratings were shown to differentiate levels of performance in accordance with those standards. Support for the content representativeness of the performance assessment was also obtained using criteria suggested by Crocker (1997), including the realism, frequency, necessity, and importance of the targeted teaching behaviors to actual teaching practice. The findings also provided initial support for the predictive validity of the case analysis assessment for appraising candidates’ overall abilities to manage a public school classroom.

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