Assessing Higher Education Teachers Through Peer Assistance and Review
The International Journal of Educational and Psychological Assessment, Vol. 9, No. 2, January 2012
17 Pages Posted: 30 Jun 2013
Date Written: January 2012
The present study advances the practice of assessing teacher performance by constructing a rubric that is systematically anchored on an amalgamated professional practice and learner-centered framework (see Magno & Sembrano, 2009). The validity and reliability of the rubric was determined using both classical test theory and item response theory, and implications for a new way of looking at the function of teacher performance assessment results for higher education institutions. The rubric used by fellow teachers is called the “Peer Assistance and Review Form” (PARF). The items reflect learner-centered practices with four domains anchored on Danielson‟s Components of Professional Practice principles: Planning and preparation, classroom environment, instruction, and professional responsibility. The rubric was pilot tested with 183 higher education faculty. The participants were observed by two raters in their class. Concordance of the two raters was established across the four domains (ω=.47, p<.01). High internal consistency among the items was obtained using Cronbach‟s alpha. The four-factor structure of the domains was established in a measurement model using Confirmatory Factor Analysis. The Polytomous Rasch Model (Rating Scale Analysis) showed appropriateness of the step calibration of the four point scale and the fit of the items in the rubric.
Keywords: Peer assistance and Review, teacher assessment, Danielson's components
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