You are here
From the Clinical Experience to the Classroom: Assessing the Predictive Validity of the Massachusetts Candidate Assessment of Performance
We evaluate the predictive validity of the Massachusetts Candidate Assessment of Performance (CAP), a practice-based assessment of teaching skills that is typically taken during a candidate’s student teaching placement and is a requirement for teacher preparation program completion in Massachusetts. We find that candidates’ performance on the CAP predicts their in-service summative performance evaluations in their first 2 years in the teaching workforce and provides a signal of these ratings beyond what is already captured by the state’s traditional licensure tests, but is not predictive of their value added to student test scores. These findings suggest that the CAP captures aspects of candidates’ skills and competencies that are better reflected in their future performance evaluations than by their impacts on student performance.
Working paper 223-1019 was orginally published in October 2019. This is an updated version, published in February 2021.
Citation: Bingjie Chen, James Cowan, Dan Goldhaber, Roddy Theobald (2019). From the Clinical Experience to the Classroom: Assessing the Predictive Validity of the Massachusetts Candidate Assessment of Performance . CALDER Working Paper No. 223-1019-2
You May Also Be Interested In
Room for Improvement? Mentor Teachers and the Evolution of Teacher Preservice Clinical Evaluations
Dan Goldhaber, Matt Ronfeldt, James Cowan, Trevor Gratz, Emanuele Bardelli, Matt Truwit, Hannah Mullman
Disconnected Development? The Importance of Specific Human Capital in the Transition from Student Teaching to the Classroom
John Krieg, Dan Goldhaber, Roddy Theobald
See other working papers on:
Education Level: K-12
Research Area: Other
Topic Area: Teacher preparation