Automating the Assessment of Teachers' Knowledge: A Focus on Effective Teacher–Child Interactions in Early Childhood

• In Event: 26.079 - Roundtable Session 7
  In Roundtable Session: 26.079-2 - Discipline-Specific Innovations in Teacher Education

Abstract

Numerous improvement efforts are underway to improve the early childhood workforce, especially the quality of teacher-child interactions. A key component of professional development interventions is the assessment of teachers’ knowledge. However, traditionally hand-scored methods of assessment are not always feasible, especially in large-scale interventions. As a result, the present study explored the extent to which a previously validated measure of teachers’ knowledge could be adapted into an automated coding system. Preliminary results suggest that the automated coding system seems to be a valid and reliable measure of teacher knowledge.

Authors

• Amy Roberts, University of Virginia

• Jordan Buckrop, University of Virginia

• Jennifer LoCasale-Crouch, University of Virginia

• Bridget Kathleen Hamre, University of Virginia