Construction of the teacher situational judgment test

NCUIR > College of Liberal Arts at National Central University > Graduate Institute of Learning and Instruction > journal & Dissertation > Item 987654321/107973

Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/107973

Title:	Construction of the teacher situational judgment test
Authors:	趙子揚;Chao, Tzu-Yang;Jia-Li, Huang;Yao-Ting, Sung;Hui-Ning, Kuo;Shiu, Ming-Huei
Contributors:	文學院學習與教學研究所
Keywords:	College Students;Construct Validity;Item Analysis;Item response theory;Rasch model;Reliability;Student teachers;Teacher Effectiveness;Teacher Improvement;Test Validity;Validity
Date:	2016-06-01
Issue Date:	2026-04-23 14:29:50 (UTC+8)
Publisher:	Taipei: National Taiwan Normal University, Dept of Education
Abstract:	摘要： According to the ideal of having multiple measures of teacher education, this study developed the teacher situational judgment test (TSJT) for selecting student teachers. The TSJS was based on the hypothesis that the more similar a student’s thinking is to senior and high-performing teachers, the more likely that student is to become an effective teacher. In Study 1, we collected data from 3,133 intern-teachers and teachers to determine the reliability and validity of the TSJT. On the basis of the analysis of the pilot test and formal test, we retained 75 items. Furthermore, the internal consistency reliability of three of the TSJT booklets was exceeded .7. Additionally, the Rasch model analysis showed that 90.67% of the TSJT items fit the Rasch model. In Study 2, we developed 150 new items to expand the TSJT item bank, and recruited 3,039 college students for an item analysis. Subsequently, we further retained 105 items for the TSJT item bank, totaling 180. The reliability of each booklet was between .47 and 出版者： Taipei: National Taiwan Normal University, Dept of Education 出版日期： 2016-06-01 出處： Jiao yu ke xue yan jiu qi kan, 2016-06, Vol.61 (2), p.85 資源來源：華藝CEPS中文電子期刊服務版權： 2016. This work is published under https://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. 識別號： ISSN: 2073-753X 識別號： DOI: 10.6209/JORIES.2016.61(2).04
Appears in Collections:	[Graduate Institute of Learning and Instruction] journal & Dissertation

Files in This Item:

File	Description	Size	Format
index.html		0Kb	HTML	23	View/Open

社群 sharing

Loading...