An Empirical Framework for Analyzing Teacher Candidate Performance Assessment Data

• In Event: 56.080 - Roundtable Session 23
  In Roundtable Session: 56.080-14 - Understanding How Novice Teachers Grow Professionally in the Early Years

Abstract

Teacher candidate performance assessments allow teacher preparation programs to determine candidate readiness and inform evidence-based reforms. As programs become replete with performance assessment data the critical question becomes: how can programs leverage performance assessment scores into actionable data for improvement? This paper presents a two-pronged empirical framework—using latent class analysis and predictive validity analyses—programs may use to inform improvement efforts.

Authors

• Kevin Christopher Bastian, University of North Carolina

• Diana B. Lys, University of North Carolina - Chapel Hill