Examining the Internal Structure Evidence for the Performance Assessment for California Teachers: A Validation Study of the Elementary Literacy Teaching Event for Tier I Teacher Licensure

Interpretations for licensure tests involve a series of inferences or a validity argument, leading from the test score to decisions about who is accepted or denied entry into a profession. Utilizing an argument-based framework for validation based on the Standards for Educational and Psychological T...

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Bibliographic Details
Published in:Journal of teacher education 2014-11, Vol.65 (5), p.402-420
Main Authors: Duckor, Brent, Castellano, Katherine E., Téllez, Kip, Wihardini, Diah, Wilson, Mark
Format: Article
Language:English
Subjects:
California
Correlation
Educational Attainment
Educational observation
Elementary School Teachers
Evidence
Item Response Theory
Likert Scales
Measures (Individuals)
Methods
Nursing licensure
Observation (Educational method)
Performance evaluation
Preservice Teachers
Professional standards
Reading Instruction
Reading Teachers
Reliability
Scores
Teacher Certification
Teacher Education
Teacher Evaluation
Teachers, Rating of
Validation studies
Validity
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Summary:Interpretations for licensure tests involve a series of inferences or a validity argument, leading from the test score to decisions about who is accepted or denied entry into a profession. Utilizing an argument-based framework for validation based on the Standards for Educational and Psychological Testing, we explore the evidence for the ongoing use of the Performance Assessment for California Teachers (PACT) for Tier I licensure decisions. The evidence for a unidimensional and a multidimensional structure based on the instrument’s content are examined with an item response model. Examining operational data (n = 1,711) from seven California teacher education institutions, we found sufficient internal structure validity evidence to support the continued, but limited, use of this instrument for its intended summative purpose. Evidence for a three-dimensional structure of model fit better explains overall teacher candidate performance on the PACT instrument as it is currently designed.
ISSN:0022-4871
1552-7816
DOI:10.1177/0022487114542517