This study presents findings on the reliability and validity of a group-assessment interview procedure designed to evaluate the verbal, interpersonal, and leadership qualities of students applying to a teacher-education program. We examine whether (a) the group-assessment process predicts future student-teaching performance, (b) the group-assessment scores are reliable across raters, and (c) the group-assessment interview is a better predictor of student-teaching performance than academic criteria. After gathering data from 68 student-teachers who had previously participated in the group-assessment process, we found that the group-assessment overall rating predicts student-teaching performance and does so better than academic criteria. Finally, we found high interrater reliability on the group-assessment measures.
|Number of pages||10|
|Journal||Journal of Teacher Education|
|State||Published - 2003|
- Characteristics of successful student teachers
- Selection of teacher education students
ASJC Scopus subject areas