Teacher Behavior Checklist Content Validity According to Brazilian Teachers and Undergraduates
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Psico-USF (Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712020000100171 |
Resumo: | Abstract This research, divided into two studies, expanded the content validity examination of the Teacher Behavior Checklist (TBC). In Study 1, the objective was to identify the degree of relevance attributed by teachers and undergraduates to the 28 TBC items, based on what they consider to characterize an effective teacher. The participants of Study 1 were 85 teachers and 91 students from different Brazilian universities. They assessed the TBC items on a seven-point scale (ranging from “1 = totally irrelevant” to “7 = totally relevant”). Students (Mean = 5.7) and teachers (6.1) considered the TBC items to be relevant. Study 2 sought to identify the 10 most important TBC qualities based on student perceptions. The participants of Study 2 were 995 undergraduates whose choices of items corroborated results from previous TBC studies. These data encourage the use of TBC in teacher formative assessment and research on effective teaching. |
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Teacher Behavior Checklist Content Validity According to Brazilian Teachers and Undergraduatespsychometricstest validityteacher performance assessmenthigher educationAbstract This research, divided into two studies, expanded the content validity examination of the Teacher Behavior Checklist (TBC). In Study 1, the objective was to identify the degree of relevance attributed by teachers and undergraduates to the 28 TBC items, based on what they consider to characterize an effective teacher. The participants of Study 1 were 85 teachers and 91 students from different Brazilian universities. They assessed the TBC items on a seven-point scale (ranging from “1 = totally irrelevant” to “7 = totally relevant”). Students (Mean = 5.7) and teachers (6.1) considered the TBC items to be relevant. Study 2 sought to identify the 10 most important TBC qualities based on student perceptions. The participants of Study 2 were 995 undergraduates whose choices of items corroborated results from previous TBC studies. These data encourage the use of TBC in teacher formative assessment and research on effective teaching.Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia2020-03-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712020000100171Psico-USF v.25 n.1 2020reponame:Psico-USF (Online)instname:Universidade São Francisco (USF)instacron:USF10.1590/1413-82712020250114info:eu-repo/semantics/openAccessHenklain,Marcelo H. O.Carmo,João dos SantosHaydu,Verônica BenderMuniz,Monalisaeng2020-05-26T00:00:00Zoai:scielo:S1413-82712020000100171Revistahttp://pepsic.bvsalud.org/scielo.php?script=sci_serial&pid=1413-8271&lng=pt&nrm=isohttps://old.scielo.br/oai/scielo-oai.phpedusf@saofrancisco.edu.br1413-82712175-3563opendoar:2020-05-26T00:00Psico-USF (Online) - Universidade São Francisco (USF)false |
dc.title.none.fl_str_mv |
Teacher Behavior Checklist Content Validity According to Brazilian Teachers and Undergraduates |
title |
Teacher Behavior Checklist Content Validity According to Brazilian Teachers and Undergraduates |
spellingShingle |
Teacher Behavior Checklist Content Validity According to Brazilian Teachers and Undergraduates Henklain,Marcelo H. O. psychometrics test validity teacher performance assessment higher education |
title_short |
Teacher Behavior Checklist Content Validity According to Brazilian Teachers and Undergraduates |
title_full |
Teacher Behavior Checklist Content Validity According to Brazilian Teachers and Undergraduates |
title_fullStr |
Teacher Behavior Checklist Content Validity According to Brazilian Teachers and Undergraduates |
title_full_unstemmed |
Teacher Behavior Checklist Content Validity According to Brazilian Teachers and Undergraduates |
title_sort |
Teacher Behavior Checklist Content Validity According to Brazilian Teachers and Undergraduates |
author |
Henklain,Marcelo H. O. |
author_facet |
Henklain,Marcelo H. O. Carmo,João dos Santos Haydu,Verônica Bender Muniz,Monalisa |
author_role |
author |
author2 |
Carmo,João dos Santos Haydu,Verônica Bender Muniz,Monalisa |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Henklain,Marcelo H. O. Carmo,João dos Santos Haydu,Verônica Bender Muniz,Monalisa |
dc.subject.por.fl_str_mv |
psychometrics test validity teacher performance assessment higher education |
topic |
psychometrics test validity teacher performance assessment higher education |
description |
Abstract This research, divided into two studies, expanded the content validity examination of the Teacher Behavior Checklist (TBC). In Study 1, the objective was to identify the degree of relevance attributed by teachers and undergraduates to the 28 TBC items, based on what they consider to characterize an effective teacher. The participants of Study 1 were 85 teachers and 91 students from different Brazilian universities. They assessed the TBC items on a seven-point scale (ranging from “1 = totally irrelevant” to “7 = totally relevant”). Students (Mean = 5.7) and teachers (6.1) considered the TBC items to be relevant. Study 2 sought to identify the 10 most important TBC qualities based on student perceptions. The participants of Study 2 were 995 undergraduates whose choices of items corroborated results from previous TBC studies. These data encourage the use of TBC in teacher formative assessment and research on effective teaching. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-03-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712020000100171 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712020000100171 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/1413-82712020250114 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia |
publisher.none.fl_str_mv |
Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia |
dc.source.none.fl_str_mv |
Psico-USF v.25 n.1 2020 reponame:Psico-USF (Online) instname:Universidade São Francisco (USF) instacron:USF |
instname_str |
Universidade São Francisco (USF) |
instacron_str |
USF |
institution |
USF |
reponame_str |
Psico-USF (Online) |
collection |
Psico-USF (Online) |
repository.name.fl_str_mv |
Psico-USF (Online) - Universidade São Francisco (USF) |
repository.mail.fl_str_mv |
edusf@saofrancisco.edu.br |
_version_ |
1748937788758163456 |