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A Revised Group Assessment Procedure for Predicting Initial Teaching Success

School of Education, University of Haifa, Israel

This study investigated the effectiveness of an abridged group assessment (GA) procedure in predicting initial teaching success, where success was measured largely on the basis of practice teaching evaluations. The sample included 247 graduates of a teacher training college who had been assessed by either the abridged GA (comprised of four dimensions) or the original procedure (nine dimensions) prior to admission. The revised version was found to consistently predict success as effectively as the original procedure, providing a unique contribution to the selection process. In contrast, other admission criteria, measuring intelligence and past scholastic achievement, produced inconsistent results. The dimension of Overall Rating alone best identified low teaching success. In light of these findings, it is recommended that the group assessment procedure be made an integral part of the admission process. The inconsistent contribution of the other admission criteria calls for further research, yet does not justify their omission.

Educational and Psychological Measurement, Vol. 51, No. 4, 963-974 (1991)
DOI: 10.1177/001316449105100416


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