Assessing the Predictive Validity of Teacher Performance Assessment for Teaching Credential Candidates: A Case Study

• In Event: Roundtable Session 3
  In Roundtable Session: Teacher Performance Assessment and Teacher Quality

Abstract

This quantitative study evaluates the predictive validity of Teacher Performance Assessment (TPA) at Notre Dame de Namur University, located in Belmont, California. We examined the relationship between 80 teaching credential candidates’ scores on the Performance Assessment for California Teachers (PACT) in the 2012-13 academic year and three other measures of candidate effectiveness: California Basic Educational Skills Test (CBEST) scores; Grade Point Averages (GPAs); and university field-based assessment of teacher performance known as the Master Teacher /Supervisor Evaluation (MTSE). Data that resulted from conducting a Pearson’s test of correlation reveals PACT has a moderate predictive validity when aggregate scores are considered, but no predictive validity between individual students’ mean PACT scores and their mean GPA, CBEST, or MTSE scores.

Authors

• Tsehsien Kelly Vaughn, Notre Dame de Namur University

• Kim Tolley, Notre Dame de Namur University

• Stephanie Demaree, Notre Dame de Namur University