Comparing Perspectives on Teacher Quality: Measurement Invariance Across Teacher Candidates, Cooperating Teachers, and University Supervisors

• In Event: AERA Poster Session 5
  In Poster Session: Division K Section 6 Poster Session

Abstract

Comparing evaluation ratings across teacher candidates, cooperating teachers, and university supervisors can be used to improve the training and evaluation of pre-service teachers, particularly in the context of a student teaching triad model. However, such comparisons would only be meaningful when the latent constructs are measured and interpreted equivalently across rater groups. This study examined the factor structure and evidence of measurement invariance of a program completer survey for pre-service teachers. The 33-item survey assessing aspects of teacher quality was completed by 455 teacher candidates, 455 cooperating teachers, and 66 university supervisors. Exploratory structural equation modeling was conducted with 1365 survey responses (455 survey responses from each of three groups). Our findings supported measurement invariance across three groups.

Authors

• Chia-Lin Tsai, University of Northern Colorado

• Heng-Yu Ku, University of Northern Colorado