Statistical Validations and Measurement Consistency of an In-Service Educator Evaluation Protocol for Student Teacher Performance Assessment

Abstract Book of the 11th International Conference on Research in Education, Teaching and Learning

Year: 2026

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Statistical Validations and Measurement Consistency of an In-Service Educator Evaluation Protocol for Student Teacher Performance Assessment

Dr. Neal Mingchu Luo

ABSTRACT:

The development and selection of credible student teaching assessment tools remain both a challenging and essential task for teacher preparation programs in evaluating student teachers’ performance. This study analyzed the statistical reliability and measurement consistency of a state-level in-service educator evaluation protocol (ISEEP) as a student teacher performance assessment instrument. The ISEEP was used to assess the culminating phase of the pre-service experience from 178 student teachers in a Midwestern state university in the US during the spring 2025 semester. The data were investigated using intraclass correlation coefficient (ICC) with a two-way mixed-effects model to assess interrater reliability. The ICC results indicate moderate to good reliability for ISEEP. Findings from t-tests and ANOVAs show no statistically significant differences among program and demographic variables, revealing the instrument homogeneity in measuring student teaching performance, accounting for diversified and contextual variations. The empirical validation suggests that ISEEP is a reliable tool for assessing student teachers’ pre-service performance. It can also serve to generate meaningful information into teacher preparation program effectiveness.

Keywords: Student Teaching Assessment Tool, In-Service Educator Evaluation Protocol, Interrater Reliability, Measurement Homogeneity