Saved in:
| Main Authors: | , |
|---|---|
| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1981
|
| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED205986 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Table of Contents:
- Assessing the Writing Skill of Prospective English Teachers. Veal, Ramon Hulme, Gale Communication Skills Higher Education Measurement Techniques Measures (Individuals) Predictive Measurement Preservice Teacher Education Student Teachers Teaching Skills Writing Instruction Writing Skills The basic communication skills of prospective teachers at the University of Georgia were assessed with knowledge and performance instruments. The knowledge instrument was a criterion referenced test in communicative arts (logical reasoning, library research, composition, language, communications media and careers, literature, reading, and oral communication). The performance measures included teaching plans and materials, classroom procedures, and interpersonal skills. Other data, such as the National Teacher Examination (NTE) scores and ratings by cooperating teachers or university supervisors, were also collected. The data show the general estimates of the interns' ability to write but not of their ability to teach writing. These correlations also show that commonly used objective measures like the NTE or criterion referenced tests follow the same pattern. In comparing these results with assessment results from two other states, four conclusions can be drawn: (1) teacher candidates are being checked for basic skills, (2) the primary mode for checking their writing is a direct measure of writing, (3) most English teacher candidates pass these writing tests, and (4) assessments of the writing skill of prospective teachers might identify their writing ability, but not their ability to teach writing. (HOD)