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Journal of Teacher Education
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Dispositions and Teacher Assessment

The Need for a More Rigorous Definition

William Damon

Stanford University

This article discusses the use of dispositions as a basis for evaluating candidates for teaching credentials. It begins with the assumption that any evaluation process must rely on clearly defined constructs that cannot be interpreted in open-ended ways to suit the subjective biases of the evaluator. It then argues that present uses of the disposition construct in teacher education risk this kind of biased application. It makes the point that fairness in assessment procedures requires rigorous and unambiguous definitions of assessment standards by criteria drawn from science and other systematic areas of scholarship. A definition of disposition drawn from the behavioral sciences is offered, and principles for using dispositions as a standard in teacher assessment are offered.

Key Words: personality dispositions • teacher assessment • subjective bias

Journal of Teacher Education, Vol. 58, No. 5, 365-369 (2007)
DOI: 10.1177/0022487107308732
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This article has been cited by other articles:


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 Journal of Teacher EducationHome page
H. Sockett
Dispositions as Virtues: The Complexity of the Construct
Journal of Teacher Education, May 1, 2009; 60(3): 291 - 303.
[Abstract] [PDF]

Home page
 Journal of Teacher EducationHome page
R. D. Osguthorpe
On the Reasons We Want Teachers of Good Disposition and Moral Character
Journal of Teacher Education, September 1, 2008; 59(4): 288 - 299.
[Abstract] [PDF]