A Mixed-Method Investigation of the Missouri Pre-Service Teacher Assessment Pilot Program at a Private Midwestern University

In order to evaluate the teacher education program for the state of Missouri, the researcher investigated the piloted MoPTA at a private Midwestern university. Through evaluating the piloted MoPTA program, this study aimed to address possible changes needed within the teacher education program itself to better prepare future educators not only for the assessment, but more importantly, the classroom. In order to evaluate the program, the researcher observed scoring sessions for Tasks 1-4 and analyzed feedback from the evaluators of the tasks (university supervisors and faculty) in the fall of 2014 and the spring of 2015. Furthermore, this study examined the scores received from each task during the piloted school year (fall of 2014 and spring of 2015). The researcher analyzed the scores for the following comparisons: Tasks 1-4 (i.e. Task 1 overall scores to Task 2 overall scores); undergraduate students with graduate students’ scores; interrater reliability (comparing the scores of multiple raters for one student); and K-12, elementary, middle, and secondary teacher candidates. By completing quantitative analyses of the comparisons through examining approximately 276 teacher candidates’ scores, the researcher ascertained: student performance on Tasks 2 and 3 was significantly lower than Task 4; undergraduate students performed lower on Tasks 1 and 3 in comparison to graduate students; inter-rater reliability had a low correlation for Tasks 1, 3, and 4, but Task 2 reported a high correlation; and there were no differences between elementary teacher candidates and secondary/K-12 teacher candidates. Through analysis of qualitative data the researcher ascertained that the university supervisors and faculty found the scoring sessions for MoPTA helpful and that changes to the university’s curriculum were necessary to better prepare teacher candidates. The researcher suggests iii adding more data analysis, critical thinking, and writing courses at the university would better prepare teacher candidates; and ongoing scoring sessions and further professional development regarding changes in MoPTA and inter-rater reliability would benefit teacher candidates and consistency among university supervisors and faculty