Teaching Performance Criterion Development through Scaling: Teacher-Student Points-of-View Analysis

Abstract

30 operational tasks of psychology professors were scaled by the 14 students and 10 of the 14 faculty of the same department using an adaptation of the pair comparisons method. The stimuli, in the form of operational statements of classroom teacher activities, were compared two at a time by Ss who made judgments in terms of the amount of similarity between activities. These judgments were then transformed into correlation coefficients and factor analysed. Factorial congruence between faculty and student judgments was demonstrated. The classroom activities of the psychology professors at the urban college may be described in terms of 8 basic dimensions: “Knowledge Dissemination,” “Teacher Dynamism,” “Classroom Administration,” “Control of Student Behavior,” “Environmental Regulation,” “Advisory Guidance,” “Information Dissemination,” and “Teacher-Student Feedback.”