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<https://discovery.ucl.ac.uk/id/eprint/10006703> <http://purl.org/dc/terms/title> "A critique of criteria of teacher effectiveness with particular reference to the assessment of practical teaching"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10006703> <http://purl.org/ontology/bibo/abstract> "On the basis of the relevant literature it was established that there was a need to conduct an investigation into the development of criteria\nof teacher effectiveness in two stages. Phase I of the expe~ent .as\ndesigned to examine the effect of using a prepared evaluation inst~nt\n(with and without training in its use) on students' self assessments,\nand tutors' and head-teachers' assessments of students in a teaching\npractice situation, and on the differences between the assessmen~s nade\nby the three parties concerned.\nEarly in their practice periods in three widely dispersed colleges,\nassessments were made by all participants on a defined scale (5 point:\nA, B, C, D, E without +'s and -'s). Two weeks later \"control\" g='Oups\n('C') made further sUbjective assessments, \"evaluation\" groups eE')\nused the instrument, and \"trained\" groups ('T') used the same instrtoent\nafter training involving the use of a simulated video taped teaching\nsituation.\nAppropriate tests and analyses, including a factor analysis, were carried\nout leading to findings which supported (at an appropriate level of\nsignificance) the hypothesis that: differences in the assessment of\npractical teaching between head-teachers, tutors and students are reduced\nby the use of a common evaluation instrument, supported by a tr~ng\nsession using a video-tape of a classroom situation.\nPhase II of the experiment sought further clarification concerni3g those\ncriteria of specific importance to students, teachers and tutors.\nA new sample associated with six teacher training institutions across\nthe country, having shared in the common experience of assessmen~ of\npractical teaching using the instrument designed for Phase I, weighted the\n15 sub-categories (i.e. criteria) on the instrument using a deii~ed\nfive-point scale. The data were processed, and resulting correla-;ion\nmatrices and results of factor analyses tabulated to assist those\ninvolved in the planning, implementation and evaluation of professional\nstudies courses in initial teacher training programmes. The co=pu~erised\nresults were interpreted to reveal five criteria:\n(i) a'Fre=.oh\",ll~ , factor.\n(ii) a factor which emphasised the value of 'personal\nrelationships with children'.\n(iii)\n(iv)\nand (v)\na 'preparation and planning' factor.\na factor drawing attention to the vital skills of\n'organisation and teacher performance'.\na 'discipline' factor.\nDue consideration was given to validity (content, construct, predictive\nand concurrent validity), and reliability of the evaluation instrument\nused in the experiment."^^<http://www.w3.org/2001/XMLSchema#string> .
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