{"id":{"repo_id":"brockport","oai_identifier":"oai:soar.suny.edu:20.500.12648/6580"},"canonical_url":"https://search.dev.ndltd.org/etd/brockport/oai:soar.suny.edu:20.500.12648/6580","repository":{"repo_id":"brockport","name":"College at Brockport","base_url":"https://soar.suny.edu/oai/request/"},"display":{"title":"Congruity between Assessment Criteria and Cooperating Teacher Assessment of Student Teachers","abstract":"This study investigated the congruity between cooperating teachers' assessment of student teachers and established set of criteria for assessment during student teaching. The study also examined the substance of the comments of cooperating teachers about student teachers' performances. The final evaluation forms submitted by the cooperating teachers to the student teaching coordinator served as the main source of data. These forms were content analyzed to determine the congruity of cooperating teachers' assessment and the set of assessment criteria. The researcher developed the Brockport Supervision Analysis System—Physical Education (BSASPE) instrument for data analysis. Subjects for the study included 41 cooperating teachers (27 males and 14 females) who supervised 32 student teachers for the period Fall 1995 through Spring 1998. The student teachers (22 males and 10 females) were enrolled in the physical education teacher certification program at SUNY Brockport. The student teachers in this study taught in 34 different schools during the period covered by the study. These included 17 elementary schools, 11 middle schools, and six high schools. The results indicated that while most cooperating teachers awarded outstanding and highly competent grades to their student teachers, it was incongruent with the set of assessment criteria established by the university. However, the assessment of one student teacher awarded a non-competent grade was congruent with assessment criteria. It was also found that the cooperating teachers' comments were related to the competencies under which they were written. The study showed that cooperating teachers' comments differed with the grade levels taught by student teachers. There is the need for further research to ascertain why most cooperating teachers' assessments were not congruent with established assessment criteria, even though they had the ability to make comments related to the major competencies for student teaching.","abstract_html":"This study investigated the congruity between cooperating teachers' assessment of student teachers and established set of criteria for assessment during student teaching. The study also examined the substance of the comments of cooperating teachers about student teachers' performances. The final evaluation forms submitted by the cooperating teachers to the student teaching coordinator served as the main source of data. These forms were content analyzed to determine the congruity of cooperating teachers' assessment and the set of assessment criteria. The researcher developed the Brockport Supervision Analysis System—Physical Education (BSASPE) instrument for data analysis. Subjects for the study included 41 cooperating teachers (27 males and 14 females) who supervised 32 student teachers for the period Fall 1995 through Spring 1998. The student teachers (22 males and 10 females) were enrolled in the physical education teacher certification program at SUNY Brockport. The student teachers in this study taught in 34 different schools during the period covered by the study. These included 17 elementary schools, 11 middle schools, and six high schools. The results indicated that while most cooperating teachers awarded outstanding and highly competent grades to their student teachers, it was incongruent with the set of assessment criteria established by the university. However, the assessment of one student teacher awarded a non-competent grade was congruent with assessment criteria. It was also found that the cooperating teachers' comments were related to the competencies under which they were written. The study showed that cooperating teachers' comments differed with the grade levels taught by student teachers. There is the need for further research to ascertain why most cooperating teachers' assessments were not congruent with established assessment criteria, even though they had the ability to make comments related to the major competencies for student teaching.","abstract_has_math":false,"creators":["Sofo, Seidu"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Ocansey, Reginald T-A."],"committee_chairs":[],"committee_members":[],"year":1998,"date_issued":"1998-12-01","date_published":"1998-12-01","updated_at":"2026-07-27T19:01:18Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/20.500.12648/6580","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Ocansey, Reginald T-A."]},{"key":"dc:creator","label":"Author","values":["Sofo, Seidu"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-09-08T14:09:14Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-09-08T14:09:14Z"]},{"key":"dc:date.issued","label":"Date","values":["1998-12-01"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/20.500.12648/6580"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study investigated the congruity between cooperating teachers' assessment of student teachers and established set of criteria for assessment during student teaching. The study also examined the substance of the comments of cooperating teachers about student teachers' performances. The final evaluation forms submitted by the cooperating teachers to the student teaching coordinator served as the main source of data. These forms were content analyzed to determine the congruity of cooperating teachers' assessment and the set of assessment criteria. The researcher developed the Brockport Supervision Analysis System—Physical Education (BSASPE) instrument for data analysis. Subjects for the study included 41 cooperating teachers (27 males and 14 females) who supervised 32 student teachers for the period Fall 1995 through Spring 1998. The student teachers (22 males and 10 females) were enrolled in the physical education teacher certification program at SUNY Brockport. The student teachers in this study taught in 34 different schools during the period covered by the study. These included 17 elementary schools, 11 middle schools, and six high schools. The results indicated that while most cooperating teachers awarded outstanding and highly competent grades to their student teachers, it was incongruent with the set of assessment criteria established by the university. However, the assessment of one student teacher awarded a non-competent grade was congruent with assessment criteria. It was also found that the cooperating teachers' comments were related to the competencies under which they were written. The study showed that cooperating teachers' comments differed with the grade levels taught by student teachers. There is the need for further research to ascertain why most cooperating teachers' assessments were not congruent with established assessment criteria, even though they had the ability to make comments related to the major competencies for student teaching."]},{"key":"dc:title","label":"Title","values":["Congruity between Assessment Criteria and Cooperating Teacher Assessment of Student Teachers"]}]}],"canonical_facts":{"dc:contributor.advisor":["Ocansey, Reginald T-A."],"dc:creator":["Sofo, Seidu"],"dc:date.accessioned":["2021-09-08T14:09:14Z"],"dc:date.available":["2021-09-08T14:09:14Z"],"dc:date.issued":["1998-12-01"],"dc:description.abstract":["This study investigated the congruity between cooperating teachers' assessment of student teachers and established set of criteria for assessment during student teaching. The study also examined the substance of the comments of cooperating teachers about student teachers' performances. The final evaluation forms submitted by the cooperating teachers to the student teaching coordinator served as the main source of data. These forms were content analyzed to determine the congruity of cooperating teachers' assessment and the set of assessment criteria. The researcher developed the Brockport Supervision Analysis System—Physical Education (BSASPE) instrument for data analysis. Subjects for the study included 41 cooperating teachers (27 males and 14 females) who supervised 32 student teachers for the period Fall 1995 through Spring 1998. The student teachers (22 males and 10 females) were enrolled in the physical education teacher certification program at SUNY Brockport. The student teachers in this study taught in 34 different schools during the period covered by the study. These included 17 elementary schools, 11 middle schools, and six high schools. The results indicated that while most cooperating teachers awarded outstanding and highly competent grades to their student teachers, it was incongruent with the set of assessment criteria established by the university. However, the assessment of one student teacher awarded a non-competent grade was congruent with assessment criteria. It was also found that the cooperating teachers' comments were related to the competencies under which they were written. The study showed that cooperating teachers' comments differed with the grade levels taught by student teachers. There is the need for further research to ascertain why most cooperating teachers' assessments were not congruent with established assessment criteria, even though they had the ability to make comments related to the major competencies for student teaching."],"dc:identifier.uri":["http://hdl.handle.net/20.500.12648/6580"],"dc:language.iso":["en_US"],"dc:title":["Congruity between Assessment Criteria and Cooperating Teacher Assessment of Student Teachers"],"dc:type":["thesis"]},"updated_at":"2026-07-27T19:01:18Z"}