Evaluating Teacher Preparation Using Graduates’ Observational Ratings | Zendy

Matthew Ronfeldt | Zendy; Shanyce L. Campbell | Zendy

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Evaluating Teacher Preparation Using Graduates’ Observational Ratings

Author(s) -

Matthew Ronfeldt,

Shanyce L. Campbell

Publication year - 2016

Publication title -

educational evaluation and policy analysis

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 3.636

H-Index - 78

eISSN - 1935-1062

pISSN - 0162-3737

DOI - 10.3102/0162373716649690

Subject(s) - observational study , accountability , psychology , quality (philosophy) , observational methods in psychology , teacher quality , observational learning , medical education , applied psychology , mathematics education , statistics , medicine , mathematics , political science , business , marketing , metric (unit) , philosophy , epistemology , law , experiential learning

Despite growing calls for more accountability of teacher education programs (TEPs), there is little consensus about how to evaluate them. This study investigates the potential for using observational ratings of program completers to evaluate TEPs. Drawing on statewide data on almost 9,500 program completers, representing 44 providers (183 programs) in Tennessee across 3 years, we investigate multiple models to estimate TEP quality. Results suggest that using observational ratings to evaluate TEPs has promise. We were able to detect significant and meaningful differences between TEPs, which were fairly robust across modeling approaches. Moreover, TEP rankings based on observational ratings were positively and significantly related to rankings based on student achievement gains.

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