ASSESSING STUDENT-TEACHER PROFESSIONAL COMPETENCE THROUGH MULTI-SOURCE TEACHING EVALUATIONS
DOI:
https://doi.org/10.69980/gx5m4c65Abstract
This study evaluated the teaching competency of students based on multi-source evaluation by students teachers, cooperating teachers and supervisor of the university. One thousand four hundred eight-six evaluation records with 30 competency items in six domains were used for quantitative secondary-data analysis: Foundational Understanding, Planning, Organization and Preparation, Teaching Skills, Assessment and Evaluation for Learning, Classroom Management Knowledge and Skills, and Professional Dispositions. Mid-term and final evaluations were compared with each other, reliability was used to check evaluators' and stages' effects; descriptive statistics were used as data analysis tools; and one-way ANOVA and two-way ANOVA were used. The instrument had a highly reliable overall score (Cronbach's α = 0.965) and an average competence score of 3.27 ± 0.40. The highest domain score was obtained in Professional Dispositions and the lowest domain score was obtained in Assessment and Evaluation for Learning. Overall, cooperating teachers gave the highest ratings; university supervisors and student-teacher self-evaluations were next. The competence scores in the final evaluation records were significantly higher than the mid-term records, and evaluator-type and evaluator-stage effects were noted. The results in this study point to the value of multi-source evaluation to get different angles on teaching competence and what needs professional development. Since candidate identifiers were not available, differences in stages were not interpreted as change over time but only at the group level.
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