Fairness and Consequential Validity of Teacher Work Samples |
| |
Authors: | Peter Denner Antony Norman Shu-Yuan Lin |
| |
Institution: | (1) College of Education, Idaho State University, P.O. Box 8059, Pocatello, ID 83209, USA;(2) Western Kentucky University, Bowling Green, KY, USA;(3) Idaho State University, Pocatello, ID, USA |
| |
Abstract: | Acknowledging the necessity to establish the fairness and consequential validity of teacher candidate performance assessments
when they are used to make high-stakes decisions impacting entry into the profession, we investigated whether there were any
adverse results from the use of the Renaissance Teacher Work Sample (TWS) assessment at two universities as a consequence
of the age, gender, or race/ethnicity of teacher candidates. We also investigated education program and program entrance requirements,
such as Praxis I scores, and measures of grade point average, as general predictors of TWS success. The findings indicated
no disparate impact or adverse consequences based on the gender, age, or race/ethnicity of the teacher candidates. Selected
variables did predict a moderate amount of the variance of the TWS total scores of both preinterns and student-teaching interns.
The process used to determine the value implications of the results was also discussed. |
| |
Keywords: | Teacher performance assessment Teacher work samples Validity |
本文献已被 SpringerLink 等数据库收录! |
|