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Formative Studies of Praxis III: Classroom Performance Assessments- Questionnaire Results (Formative Study B1)

Lehman, Penny; Myford, Carol M.
Publication Year:
Report Number:
ETS Research Memorandum
Document Type:
Page Count:
Subject/Key Words:
Classroom Observation Techniques, Performance Assessment, Praxis Series, Program Evaluation, Teacher Evaluation


The developers planned to use the results of the research to guide them in making informed changes in the criteria descriptions, the scoring rules, the assessment instruments, the procedural guidelines, and the assessor training program. In this study, the results of the analysis of the questionnaire data are reported. Assessors completed questionnaires to provide information about problems they experienced in carrying out the various phases of the assessment cycle, the degree of difficulty they experienced in rating the candidate on each criterion, and the degree of confidence they had in the ratings produced. Assessors identified a number of problems they encountered when using the assessment system, from lacking evidence for certain criteria to having difficulty distinguishing between the meanings of scale points. The assessors felt that it was easy to moderately difficult to rate the candidates on the criteria, and they were somewhat confident/comfortable to very confident/comfortable with the ratings they gave. However, assessors were less confident/comfortable when giving lower ratings than when giving higher ratings.

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