000			02168nam a22003137a 4500
003			ZW-GwMSU
005			20201218090845.0
008			201218b ||||| |||| 00| 0 eng d
022			_a0224871
040			_aMSU _cMSU _erda
050			_aQ181
100	1		_aDuckor, Brent _eauthor
245	1	0	_aExamining the internal structure evidence for the performance assessment for California teachers: a validation study of the elementary literacy teaching event for Tier I teacher licensure _ccreated by Brent Duckor, Katherine E. Castellano, Kip Téllez, Diah Wihardini and Mark Wilson
264			_aWashington _bAACTE _c2014
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of Teacher Education _vVolume 65, number 5,
520			_aInterpretations for licensure tests involve a series of inferences or a validity argument, leading from the test score to decisions about who is accepted or denied entry into a profession. Utilizing an argument-based framework for validation based on the Standards for Educational and Psychological Testing, we explore the evidence for the ongoing use of the Performance Assessment for California Teachers (PACT) for Tier I licensure decisions. The evidence for a unidimensional and a multidimensional structure based on the instrument’s content are examined with an item response model. Examining operational data (n = 1,711) from seven California teacher education institutions, we found sufficient internal structure validity evidence to support the continued, but limited, use of this instrument for its intended summative purpose. Evidence for a three-dimensional structure of model fit better explains overall teacher candidate performance on the PACT instrument as it is currently designed.
650			_aTeacher licensure
650			_aInternal structure evidence
650			_aItem response modeling
700			_aCastellano, Katherine E. _eauthor
700			_aTéllez, Kip _eauthor
700			_aWihardini, Diah _eauthor
700			_aWilson, Mark _eauthor
856			_udoi:10.1177/0022487114542517
942			_2lcc _cJA
999			_c156070 _d156070