Effectiveness of TAP Rubric in Improving K-12 Teacher Candidates’ Teaching Performance
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With the teacher evaluation policy moved from emphasizing school performance to the effectiveness of individual teachers, evaluations for teacher’s teaching performance have been viewed as critical methods to enhance their teaching competence. Evaluations of teachers’ teaching help detect teachers’ weakness and strength in teaching, promoting teacher preparation programs and informing policy-making decisions. The purpose of this study was to examine the psychometric properties of the Teacher Advancement Program (TAP) rubric in a teacher preparation program and the nature of changes in the teacher candidates’ TAP scores. This study employed Cronbach’s alpha, CFA model, and multilinear regressions for measuring the reliability and validity of the TAP rubric in the current study. A panel model and a growth curve model were applied in testing the changes of the TAP scores, teacher candidates’ teaching beliefs, and student achievement. Results of the reliability and validity of the TAP rubric indicated that the TAP evaluation has stable psychometric properties. Results of the panel model and growth curve model indicated that TAP scores, teacher candidates’ teaching belief and student achievement growth have been elevated within the field teaching. Changes in the TAP scores had an effect on the changes in teaching beliefs and student achievement, but they had little relationships between the time points. These findings offer evidence of the effectiveness of the TAP rubric in some teacher preparation programs and provide policymakers a better knowledge base to improve evaluation policies for teacher candidates.