Evaluating The Use Of Group Interviews To Select Students Into                 Teacher-Education Programs

Byrnes, Deborah A; Kiger, Gary; Shechtman, Zipora

doi:10.1177/0022487102250310

Cited by 30 publications

(27 citation statements)

References 18 publications

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“…The research conclusions outlined above are worth noting as they validate the hypotheses put forth by Shechtman (1989), Byrnes, Kiger, and Shechtman (2000) and Alem (2003) that certain personal abilities have a superior predictive value compared to cognitive abilities for explaining the success of interns during field placements. Shechtman and Godfried (1993) established the following three essential teaching competencies by conducting a factorial analysis of a set of 13 competencies deemed essential: (a) verbal communication, (b) interpersonal relations, and (c) sense of leadership.…”

supporting

confidence: 67%

Evaluation of an Internship Assessment Grid for Francophone Physical and Health Education Student Interns

Alem

Boudreau‐Larivière

2012

cjsotl-rcacea

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The objective of the present study is to analyze four metric qualities of an assessment grid for internship placements used by professionals to evaluate a sample of 110 Franco-Ontarian student interns registered between 2006 and 2009 at Laurentian University in the School of Human Kinetics. The evaluation grid was composed of 26 criteria. The four metric qualities that were analyzed were: the degree of difficulty, the degree of discrimination, the internal consistency, and the concurrent validity. Each intern’s performance was assessed by three individuals: the professional supervisor, the intern (self-assessment) and the university professor who coordinates the internship placement. The analysis of the three assessments based on the Education Testing Service Method indicates that the assessment of the professional supervisors and intern self-assessment are too high (difficulty index, pi = 20) and produced a discrimination power of zero between the interns (discrimination index, Di = 0). The analysis of the internal consistency of the criteria indicates that a number are too highly interrelated (Cronbach’s alpha = 0.97) and that ten criteria can be removed from the evaluation grid, as they are redundant. Concurrent validity, determined by calculating three correlations between the three dimensions of the evaluation grid (before, during, and after the teaching session) and the overall rating of the intern, was demonstrated insofar as the lowest correlation between the assessment of the intern’s performance and the measurement criterion (overall rating of the intern’s performance) was significant (r (106) = .76, p < .001).L'objectif de la présente étude est d'analyser quatre qualités métriques de l'évaluation d’un échantillon de 110 étudiants stagiaires franco-ontariens inscrits entre 2006 et 2009 à l'Université Laurentienne à l'École des sciences de l'activité physique. La grille d'évaluation était composée de 26 critères. Les quatre qualités métriques sont: le degré de difficulté, le degré de discrimination, la consistance interne et la validité concomitante des critères. Les stages ont été évalués par trois personnes: le superviseur de stage, le stagiaire (auto-évaluation) et le professeur d'université qui coordonne le stage. L'analyse des items selon la méthode ETS (Educational testing service) indique que les évaluations des superviseurs de stage et l’auto-évaluation des stagiaires sont trop élevées (indice de difficulté, pi = 20) et ne sont pas discriminantes (indice de discrimination Di = 0). L'analyse de la consistance interne des critères indique qu'un certain nombre sont trop fortement corrélées entre eux (coefficient alpha de Cronbach = 0,97) et que dix critères peuvent être retirés de la grille d'évaluation car ils sont redondants. La validité concomitante, déterminée par le calcul de trois corrélations entre les trois dimensions de la grille d'évaluation (avant, pendant, et après la session d'enseignement) et la note globale du stagiaire, a été démontrée dans la mesure où la plus faible corrélation ent...

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supporting

confidence: 67%

Evaluation of an Internship Assessment Grid for Francophone Physical and Health Education Student Interns

Alem

Boudreau‐Larivière

2012

cjsotl-rcacea

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“…These relationships were, however, found to be uneven: PPST and ACT scores appeared well-correlated with each other, but PPST scores were found to be weakly predictive of academic performance in teacher education programmes. In addition, the Byrnes et al (2003) study found the group-level assessment of teacher education students' verbal, interpersonal and leadership qualities to be more strongly predictive of teaching performance than were academic criteria. In essence, what these studies of teacher education students imply is that measures such as pre-admissions skills tests and tests of interpersonal qualities might be assessing generic or non-academic elements important in the selection of students, but that the consequential validity of these elements (whether they matter or are important) in relation to curriculum may need to be established.…”

Section: Introductionmentioning

confidence: 95%

“…Mikitovics & Crehan, 2002;Byrnes et al, 2003) have found associations between higher education academic performance and variables such as ACT scores, Pre-Professional Skills Test (PPST) scores, and student teaching ratings. These relationships were, however, found to be uneven: PPST and ACT scores appeared well-correlated with each other, but PPST scores were found to be weakly predictive of academic performance in teacher education programmes.…”

Section: Introductionmentioning

confidence: 99%

The design and use of ‘alternate’ assessments of academic literacy as selection mechanisms in higher education

Cliff¹,

Hanslo²

2009

Southern African Linguistics and Applied Language Studies

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Abstract:In a context where applicants to higher education study vary widely in terms of their prior educational, linguistic and socio-economic backgrounds, it becomes extremely important to assess the extent to which these applicants might be said to be ready to cope with the typical academic reading and writing demands of higher education study. This assessment becomes even more crucial in a country like South Africa, where issues of equity of access, selection and redress remain a central challenge. Put simply, the challenge is to identify academically talented students from educationally diverse backgrounds, especially in cases where the educational backgrounds of these applicants may have militated against them, fully demonstrating their talent in conventional (e.g. school-leaving) examinations. This article describes the theoretical basis for the development of tests of academic literacy that downplay the role of prior learning in the assessment of academic readiness. The uses of these tests as selection mechanisms complementary to conventional academic assessments are also outlined. Empirical data are presented that demonstrate associations between these tests and academic performance in higher education. Issues and challenges regarding the validity and reliability of these tests are presented, and the implications of major research findings on the tests debated and deliberated upon. IntroductionQuestions about what criteria to use in making selection decisions about applicants for higher education study are of vital importance. It goes almost without saying that higher education institutions worldwide, and the co-ordinators of the study programmes these institutions offer, need to adopt a coherent and defensible approach towards the selection of students to these institutions. And the choice of particular admissions criteria by which applicants are deemed worthy of being offered a place in these institutions is a very important component of such a selection approach. The admissions criteria by which applications are judged will almost inevitably have implications for (1) questions of access (which applicants get into an institution and which do not, and why they do or do not); (2) academic standards (whether applicants chosen are sufficiently prepared to meet the typical demands of higher education study, and whether these demands are appropriate); (3) curriculum (what successful applicants should be taught, how they should be taught and what and how they should learn); and (4) throughput (the rate at which selected students graduate with a meaningful and portable qualification). It follows from this last set of points that the choice of admissions criteria, and the selection of students on the basis of these criteria, are highly likely to have at the very least political, economic and educational consequences.Typically, the basis for selecting students for programmes of higher education study has a strong academic component. Applicants' academic scores on standard school-leaving examinations of one form...

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“…Byrnes, Kiger, and Shechtman (2003) contend that by emphasizing academic criteria, institutions overlook applicants' "verbal, interpersonal, and leadership qualities" (p. 163). Casey and Childs (2011) note that there is a relationship between applicants' academic averages and their success in teacher education programs, but caution that this relationship may be limited to the academic portions of these programs.…”

Section: Academic Averagesmentioning

confidence: 99%

Choosing how we choose: A review of teacher education admissions literature

Holden¹,

Kitchen²

2017

teachlearn

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Regulation 283/13 and the Ontario Ministry of Education's decision to reduce teacher education admission rates by 50% provide a clear opportunity to reflect on the alignment between admissions practices and the programs that they serve. This article presents an overview of teacher education admissions literature, identifying the many purposes that admissions processes serve, the ways teacher educators may connect purpose to practice, as well as the equity issues inherent to program admissions. The strengths and limitations of seven common assessment tools are also presented. This information will be of interest to stakeholders involved in teacher education, and is intended to support teacher educators in making informed selection and admission decisions for their particular programs.

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Evaluating The Use Of Group Interviews To Select Students Into Teacher-Education Programs

Cited by 30 publications

References 18 publications

Evaluation of an Internship Assessment Grid for Francophone Physical and Health Education Student Interns

Evaluation of an Internship Assessment Grid for Francophone Physical and Health Education Student Interns

The design and use of ‘alternate’ assessments of academic literacy as selection mechanisms in higher education

Choosing how we choose: A review of teacher education admissions literature

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