Abstract
The purpose of this study was to explore the validity and feasibility of using time series design in the assessment of beginning science teachers' teaching effectiveness. Four beginning physical science teachers and four classes of 8th grade students who were taught by the four teachers participated in this study. The students' learning achievement on the chapter of chemical reaction was assessed by time series design. The results indicate as predicted that students taught by teachers with high GPAS, higher rated teaching performance, and contemporary views about the nature of science made more significant progress on learning achievement than their counterpart who were taught by teachers with low GPAS, lower rated teaching performance, and more traditional view about the nature of science. The convincing criterion-related validity of the instrument and the procedure's high capability of discriminating high and low achieving students suggest that the time series design is effective and feasible in assessing beginning science teachers' teaching effectiveness. Our results suggest that time series design can play a role in the teacher certification system by serving as an alternative of providing quantitative evidence of practicing teachers' teaching performance. More effort are encouraged to verify the validity and feasibility of time series design with other assessment methods.
| Keywords: | Academic Achievement; Teaching Effectiveness; Time Series Design |
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