Faculty Attitudes Toward Student Teaching Evaluations

PsycEXTRA Dataset ◽

10.1037/e566842012-052 ◽

2010 ◽

Author(s):

Laura Aoki ◽

Mary E. Kite ◽

Mary Ellen Dello Stritto

Keyword(s):

Student Teaching ◽

Faculty Attitudes ◽

Teaching Evaluations

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Moving Beyond Student Teaching Evaluations

The Academic's Handbook, Fourth Edition ◽

10.1215/9781478012641-037 ◽

2020 ◽

pp. 261-264

Author(s):

Michelle Falkoff

Keyword(s):

Student Teaching ◽

Teaching Evaluations

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Should standardized testing define our profession?

Phi Delta Kappan ◽

10.1177/0031721720909586 ◽

2020 ◽

Vol 101 (6) ◽

pp. 24-28 ◽

Cited By ~ 1

Author(s):

Lisa Borden-King ◽

Warren Gamas ◽

Kathy Hintz ◽

Chelsie Hultz

Keyword(s):

Standardized Testing ◽

Student Teachers ◽

Standardized Tests ◽

Student Teaching ◽

Teacher Candidates ◽

Teaching Profession ◽

Grade Point Averages ◽

Grade Point ◽

Teaching Evaluations ◽

Practice Time

Accreditation agencies and organizations calling for higher academic standards in the teaching profession have called for increasing minimum grade point averages and scores on standardized tests. However, it’s not clear that these requirements actually improve teaching. Lisa Borden-King, Warren Gamas, Kathy Hintz, and Chelsie Hultz researched whether teacher candidates’ scores on the Core Academic Skills Tests for Educators or their grade point averages correlated with scores on final student-teaching evaluations. They found no correlation between test scores and GPAs and how well teacher candidates performed as student teachers. They propose that, instead of focusing on standardized tests as admission criteria, teacher education programs should incorporate more clinical practice time, with opportunities for feedback that candidates can use to improve their teaching or decide not to enter the profession.

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