Search results for: Validity
Page 1/3 23 items
Providing Written Feedback on Students’ Mathematical Arguments: Proof Validations of Prospective Secondary Mathematics Teachers
Prior research has demonstrated several weaknesses teachers have with respect to proof validation, but little research has investigated instructional sequences aimed to improve this skill. In this paper, the authors present the results from the implementation of such an instructional sequence. The results provide insight into the errors to which prospective secondary mathematics teachers (PSMTs) attend when validating mathematical arguments. In particular, PSMTs’ written feedback indicated that they were aware of the limitations of inductive argumentation
Updated: Mar. 29, 2016
This article evaluates the work of Gargani and Strong, who claim to have developed and validated an observation system that requires only 4 hr of training, but one that can identify effective teachers using just 20 min of one video-taped lesson. Although the authors find some aspects of their work as well done, they find, more generally, that their claims are premature and inflated. Their work suffers from several problems including inattention to relevant historical work, no demonstrated ecological validity, no working theory, and lacks a clear conception of what RATE is.
Updated: Dec. 06, 2015
In this article, the author uses a general philosophy of science perspective in looking at the problem of justifying action research. First he tries to clarify the concept of justification, by contrasting it with the concept of validity, which seems to be used almost as a synonym in some parts of the literature. He discusses the need for taking a stand in relation to the questions of validity and justification also in action research.
Updated: Jun. 08, 2015
In this article, the authors examine a rubric used to assess students’ writing in a large-scale testing program. They present empirical evidence for the existence of a potentially widespread threat to the validity of rubric assessments that arose due to design features. The research casts doubt on whether rubrics with structurally aligned categories can validly assess complex skills.
Updated: Feb. 10, 2015
The purpose of this article is to analyse the assumptions regarding how the Programme for International Student Assessment (PISA) is to achieve its intended effects, that is, to reconstruct PISA’s programme theory (PT) and to probe the validity of its underlying assumptions. The article demonstrates that PISA’s PT has low internal validity. PISA results to react to and reflect on their own practice, compare themselves with others, and then act accordingly to improve education systems and school practice, though no activities or resources are allocated to change school practice.
Updated: Oct. 21, 2014
This review addresses the validity of published meta-analyses in education that determines the credibility and generalizability of study findings. The authors' objectives were to evaluate the current meta-analytic practices in education, identify methodological strengths and weaknesses, and provide recommendations for improvements in order to generate a more valid and credible knowledge base of what works in practice. The review was found that 56 meta-analyses followed general recommendations fairly well in problem formulation and data collection, but much improvement is needed in data evaluation and analysis.
Updated: Jul. 20, 2014
The purpose of this article is to offer the validity and reliability evidence for teacher science content assessments developed as part of the Diagnostic Teacher Assessments of Mathematics and Science (DTAMS) project. It was found that validity was strengthened by systematic synthesis of relevant documents, extensive use of external reviewers, and field tests with 900 teachers during assessment development process. The subsequent results from 4,400 teachers, analyzed with Rasch IRT modeling techniques, offer construct and concurrent validity evidence.
Updated: May. 18, 2014
The Theory of Planned Behavior (TPB) and Pre-service Teachers’ Technology Acceptance: A Validation Study Using Structural Equation Modeling
The current study applies the theory of planned behavior (TPB), a theory that is commonly used in commercial settings, to the educational context to explain pre-service teachers’ technology acceptance. It is also interested in examining its validity when used for this purpose. Two hundred and ninety-three participants completed a questionnaire measuring their responses to four constructs from the TPB. The results showed that attitude towards computer use had the largest effect on pre-service teachers’ intention to use technology, followed by perceived behavioral control, and subjective norm.
Updated: Feb. 27, 2013
Assessment of Teacher Competence using Video Portfolios: Reliability, Construct Validity, and Consequential Validity
In a post-graduate teacher education program, the assessment of video portfolios was evaluated for its reliability, construct validity, and consequential validity. Although video portfolio facilitated a reliable and valid assessment of teacher competencies, procedures to improve assessment quality were also revealed and discussed.
Updated: Jun. 27, 2012
The main purpose of the present research is to investigate the perceptions of the student teachers regarding mentor roles and create a reliable Mentor Teacher Role Inventory (MTRI) for a distance English Teacher Training context. The analysis shows that the MTRI is a very valid and reliable instrument. The author concludes that an imperative implication of the present study is that a reliable and valid Mentor Teacher Role Inventory is constructed. The analysis of the MTRI yielded mentor dimensions similar to those reported in previous literature increasing the confidence in the stability of these mentor roles.
Updated: Mar. 07, 2012