Reliability Analysis of Complementary Assessment Tools for Measuring Teacher Candidate Dispositions

dc.contributor.authorWinifred C. Nweke
dc.contributor.authorTasha P. Perkins
dc.contributor.authorComfort Y. Afolabi
dc.date.accessioned2024-05-21T13:44:21Z
dc.date.available2024-05-21T13:44:21Z
dc.description.abstractAssessing the dispositions of teacher candidates remains a challenge for many Educator Preparation Providers (EPPs). This article details the process and results of establishing the reliability of two complementary instruments, the <i>Candidate Beliefs Self-Assessment</i> <i>Survey</i> (SAS) and the <i>Candidate Dispositions Performance Assessment Rubric </i>(CDPA). The instruments are linked through the same dispositional themes that undergird the indicators in the CDPA and belief statements in the SAS. Internal consistency reliability coefficients were determined using Cronbach’s alpha for SAS (0.81) and the CDPA (0.96). In addition, inter-rater reliability coefficient of 0.80 was determined for CDPA using Intraclass correlation (ICC) method based on one-way random model and absolute agreement. It is argued that using these instruments in tandem, SAS at program entry and CDPA as well as SAS at program exit, offers a viable solution to assessing and monitoring candidates’ development and acquisition of dispositions needed for effective performance in the teaching profession. DOI: 10.20429/ger.2019.160202
dc.identifierhttps://digitalcommons.georgiasouthern.edu/gerjournal/vol16/iss2/2.
dc.identifier.urihttps://hdl.handle.net/20.500.12951/1376
dc.titleReliability Analysis of Complementary Assessment Tools for Measuring Teacher Candidate Dispositions
dc.typeJournal Article, Academic Journal
dcterms.bibliographicCitationGeorgia Educational Researcher 16(2), 33, (2019)
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