Teacher Education Students' Perceptions of 3C/ROD: Close, Continual Contact with Relevant Outcome Data

Renee K. Van Norman, University of Oregon
Deborah R. Carter, Boise State University
Matthew Tincani, Temple University
Shannon Crozier, University of Nevada - Las Vegas

Abstract

This investigation evaluated students’ perceptions of frequent formative assessments used in six university teacher preparation courses. The Social Validity of Assessment Practices Survey was designed to evaluate students’ perceptions of course assessment activities designed to allow university professors close, continual contact with relevant outcome data (3C/ROD; Bushnell & Baer, 1994). Assessments included questions about an instructor-generated evaluation of instruction, in-class activities, quizzes, and other assignments and procedures. Survey results include both individual ratings for each assessment activity and students’ rating of satisfaction with the assessment methods as they related to their understanding of course content. Results indicate students were very satisfied with instructors’ assessments. Students felt instructors used assessments to modify teaching and perceived that quizzes and activities were closely linked to course content. They felt less strongly about the value of instructor-generated evaluation of instruction and the frequency of quizzes for enhancing their content learning. This study provides preliminary descriptive evidence supporting the importance of including model demonstration tactics in teacher preparation courses to assist in the development of educators skilled in the collection of meaningful data and its use in instructional decision making. Implications for education, limitations of the study, and suggestions for future research will be presented.