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International Journal of Teaching and Learning in Higher Education, v21 n2 p158-170 2009

The study investigated whether learner-centeredness is reflected in teacher performance assessment as applied in a higher education sample. A measure of teachers' performance anchored on Danielson's Components of Professional Practice was constructed in three parallel forms. A measure of learner-centeredness with four factors (developing positive interpersonal characteristics, encouraging personal challenge, adopting class learning needs, and facilitating the learning process) was also used. These two instruments were administered to 2,032 college students in 85 classes. Different sets of measurement models were constructed where all factors of the teacher assessment and learner-centered scale are intercorrelated in a measurement model. The measurement models were tested using Confirmatory Factor Analysis (CFA). The results showed that learner-centeredness is reflected in the three forms of the teacher assessment as indicated by their significant paths, p less than 0.05. The four-factor model, where learner-centered is related to each form of the teacher assessment had the best fit (GFI=0.94, TLI=0.98, RMSEA=0.06). Adequate fit was also established when learner-centeredness is related to separate domains of teacher assessment (GFI=0.97, TLI=0.99, RMSEA=0.04). Results indicated that high performance in the constructed teacher assessment is indicative of learner-centered practices. Theoretical implications of the measurement models about assessment and the teaching-learning paradigm were also discussed. (Contains 4 figures and 4 tables.)

Descriptors: Performance Based Assessment, Performance Tests, Factor Analysis, Teaching Methods, Teacher Evaluation, Models, Teacher Effectiveness, Higher Education, Evaluation, Feedback (Response), College Students, Colleges, Foreign Countries, Likert Scales, Reliability

International Society for Exploring Teaching and Learning. Web site:

Autor: Magno, Carlo; Sembrano, Josefina


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