Measuring graduate students’ teaching and researchskills through self-report: Descriptive findings and validity
Document Type
Presentation
Journal/Book Title/Conference
Annual meeting of the American Educational Research Association
Publication Date
3-1-2010
Abstract
This study extends research on graduate student development by examining the validity of a self-report survey designed to capture graduate students assessments of their teaching and research skills. Validity is examined using a retrospective think-aloud method and by exploring the relationship between responses to the self-report survey and other measures of participants teaching and research skills. Findings indicate that several factors contribute to graduate students perceptions of their research and teaching skills such as their personal values and research and teaching practices. Additionally, participants self-reported teaching and research skills were inconsistent with the perceptions of their students and researchers, respectively. These findings support previous research indicating that the interpretation of personal efficacy instruments may be problematic (Tshannen-Moran et al., 1998).
Recommended Citation
Gilmore, J., & Feldon, D. F. (2010). Measuring graduate students’ teaching and research skills through self-report: Descriptive findings and validity. Paper presented at the Annual Meeting of the American Educational Research Association. Denver, CO: March, 2010.
