The efficacy of assessment data indicators used to predict the effective teaching of reading by preservice teachers

Sandy H Smith, Tennessee State University

Abstract

This study investigates the effectiveness of specific assessment data collected and used to measure teacher education candidates' competencies for the teaching of reading as measured by PRAXIS II Reading Across the Curriculum test and the candidates' performance in student teaching. Multiple sources of candidates' assessment variables were investigated, including ACT and SAT scores, PRAXIS I scores in Reading, Math, and Writing, the candidates' disposition assessments, sub grade point averages from literacy-related coursework, the total number of clock hours completed in field experiences, and grade point averages at the admission to the teacher education program and at the student teacher semester. Of the seven assessments investigated, the sub grade point average from literacy-related coursework was supported as the most reliable of candidates' performance on the PRAXIS II Reading Across the Curriculum test, while the PRAXIS I Math score was most reliable of candidates' scores on the Student Teaching Final Evaluation rubric. ^

Subject Area

Education, Teacher Training|Education, Curriculum and Instruction

Recommended Citation

Sandy H Smith, "The efficacy of assessment data indicators used to predict the effective teaching of reading by preservice teachers" (2006). ETD Collection for Tennessee State University. Paper AAI3212762.
http://digitalscholarship.tnstate.edu/dissertations/AAI3212762

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