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Does Validity Matter in Teacher Education Accreditation?


by Judy R. Wilkerson — February 01, 2011

This commentary addresses the issue of validity in the educator preparation accreditation process from both a theoretical and a practical standpoint. It is written in response to the article on rural institutions in which the application of the NCATE standard on diversity is raised as a validity issue. Technical problems in the NCATE and TEAC accreditation standards are mentioned. The use of the unified concept of validity (Messick, 1995 and 1996; AERA, APA, NCME, 1999) is discussed, including policy implications related to the NCATE/TEAC merger currently in the developmental stages.


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Cite This Article as: Teachers College Record, Date Published: February 01, 2011
http://www.tcrecord.org ID Number: 16326, Date Accessed: 10/23/2017 8:18:38 PM

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About the Author
  • Judy R. Wilkerson
    Florida Gulf Coast University
    E-mail Author
    JUDY R. WILKERSON is an Associate Professor of Research and Assessment. She specializes in teacher assessment and accreditation and has co-authored two books on the topics: Assessing Teacher Competency: Five Standards-Based Steps to Valid Measuring Using the CAATS Model and Assessing Teacher Dispositions: Five Standards-Based Steps to Valid Measuring Using the DAATS Model.
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