Self, Teacher and Faculty Assessments of Student Teaching Performance

AbstractThis study explored relationships of performance assessments for student teachers among three groups of raters. A 78-item evaluation instrument was administered to 47 student teachers and to their academic and field supervisors. Analysis of the seven subsections of the instrument revealed that student teachers' self-evaluations were significantly higher, for most categories, than either academic or field supervisors' ratings. The high degree of agreement between the two types of supervisory ratings on all categories suggest the presence of halo effects.