Teaching skills of student teachers: Calibration of an evaluation instrument and its value in predicting student academic engagement

Wim van de Grift; Michelle Helms-Lorenz; Ridwan Maulana

doi:10.1016/j.stueduc.2014.09.003

Teaching skills of student teachers: Calibration of an evaluation instrument and its value in predicting student academic engagement

Wim van de Grift, Michelle Helms-Lorenz, Ridwan Maulana

Teaching and Teacher Education

Research output: Contribution to journal › Article › Academic › peer-review

78 Citations (Scopus)

Abstract

Student teachers are expected to develop their teaching skills sooner and more rapidly. However, a sound evaluation instrument that can be used to diagnose and monitor the skilfulness level to aid formative assessment of student teachers is still limited. This article is aimed to calibrate and validate a teaching skill evaluation instrument for use in secondary education. A total of 264 student teachers in the Netherlands participated in the study. Rasch and multilevel analyses were used. Results suggest that the evaluation instrument meets the restrictive assumptions of the Rasch model and has predictive value for academic engagement. This adds validation evidence and justifies the calibration of the evaluation instrument to be used for monitoring the development of teacher's teaching skills.

Original language	English
Pages (from-to)	150-159
Number of pages	10
Journal	Studies in Educational Evaluation
Volume	43
DOIs	https://doi.org/10.1016/j.stueduc.2014.09.003
Publication status	Published - Dec-2014

Access to Document

10.1016/j.stueduc.2014.09.003

Handle.net

Persistent link

Embargoed Document

Teaching skills of student teachers Calibration of an evaluation instrument
Final publisher's version, 534 KB
Request copy

Cite this

@article{81d25a77509c4af896faa9a535fc5cd7,

title = "Teaching skills of student teachers: Calibration of an evaluation instrument and its value in predicting student academic engagement",

abstract = "Student teachers are expected to develop their teaching skills sooner and more rapidly. However, a sound evaluation instrument that can be used to diagnose and monitor the skilfulness level to aid formative assessment of student teachers is still limited. This article is aimed to calibrate and validate a teaching skill evaluation instrument for use in secondary education. A total of 264 student teachers in the Netherlands participated in the study. Rasch and multilevel analyses were used. Results suggest that the evaluation instrument meets the restrictive assumptions of the Rasch model and has predictive value for academic engagement. This adds validation evidence and justifies the calibration of the evaluation instrument to be used for monitoring the development of teacher's teaching skills.",

author = "{van de Grift}, Wim and Michelle Helms-Lorenz and Ridwan Maulana",

year = "2014",

month = dec,

doi = "10.1016/j.stueduc.2014.09.003",

language = "English",

volume = "43",

pages = "150--159",

journal = "Studies in Educational Evaluation",

issn = "0191-491X",

publisher = "ELSEVIER SCIENCE BV",

}

TY - JOUR

T1 - Teaching skills of student teachers

T2 - Calibration of an evaluation instrument and its value in predicting student academic engagement

AU - van de Grift, Wim

AU - Helms-Lorenz, Michelle

AU - Maulana, Ridwan

PY - 2014/12

Y1 - 2014/12

N2 - Student teachers are expected to develop their teaching skills sooner and more rapidly. However, a sound evaluation instrument that can be used to diagnose and monitor the skilfulness level to aid formative assessment of student teachers is still limited. This article is aimed to calibrate and validate a teaching skill evaluation instrument for use in secondary education. A total of 264 student teachers in the Netherlands participated in the study. Rasch and multilevel analyses were used. Results suggest that the evaluation instrument meets the restrictive assumptions of the Rasch model and has predictive value for academic engagement. This adds validation evidence and justifies the calibration of the evaluation instrument to be used for monitoring the development of teacher's teaching skills.

AB - Student teachers are expected to develop their teaching skills sooner and more rapidly. However, a sound evaluation instrument that can be used to diagnose and monitor the skilfulness level to aid formative assessment of student teachers is still limited. This article is aimed to calibrate and validate a teaching skill evaluation instrument for use in secondary education. A total of 264 student teachers in the Netherlands participated in the study. Rasch and multilevel analyses were used. Results suggest that the evaluation instrument meets the restrictive assumptions of the Rasch model and has predictive value for academic engagement. This adds validation evidence and justifies the calibration of the evaluation instrument to be used for monitoring the development of teacher's teaching skills.

U2 - 10.1016/j.stueduc.2014.09.003

DO - 10.1016/j.stueduc.2014.09.003

M3 - Article

SN - 0191-491X

VL - 43

SP - 150

EP - 159

JO - Studies in Educational Evaluation

JF - Studies in Educational Evaluation

ER -