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Journal of Teacher Education
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Evaluating The Use Of Group Interviews To Select Students Into Teacher-Education Programs

Deborah A. Byrnes

Gary Kiger

Utah State University

Zipora Shechtman

University of Haifa, Israel

This study presents findings on the reliability and validity of a group-assessment interview procedure designed to evaluate the verbal, interpersonal, and leadership qualities of students applying to a teacher-education program. We examine whether (a) the group-assessment process predicts future student-teaching performance, (b) the group-assessment scores are reliable across raters, and (c) the group-assessment interview is a better predictor of student-teaching performance than academic criteria. After gathering data from 68 student-teachers who had previously participated in the group-assessment process, we found that the group-assessment overall rating predicts student-teaching performance and does so better than academic criteria. Finally, we found high interrater reliability on the group-assessment measures.

Key Words: selection of teacher education students • characteristics of successful student teachers

Journal of Teacher Education, Vol. 54, No. 2, 163-172 (2003)
DOI: 10.1177/0022487102250310
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