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Evaluation of an Internship Assessment Grid for Francophone Physical and Health Education Student Interns

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dc.creator Jaouad Alem
dc.creator Céline Boudreau-Larivière
dc.date 2012-09-01T00:00:00Z
dc.date.accessioned 2015-07-20T22:06:16Z
dc.date.available 2015-07-20T22:06:16Z
dc.identifier http://dx.doi.org/10.5206/cjsotl-rcacea.2012.1.5
dc.identifier 1918-2902
dc.identifier https://doaj.org/article/fa0c5dea0b2349c7bcb01e6803943a03
dc.identifier.uri http://evidence.thinkportal.org/handle/123456789/10379
dc.identifier.uri https://doaj.org/article/fa0c5dea0b2349c7bcb01e6803943a03
dc.description The objective of the present study is to analyze four metric qualities of an assessment grid for internship placements used by professionals to evaluate a sample of 110 Franco-Ontarian student interns registered between 2006 and 2009 at Laurentian University in the School of Human Kinetics. The evaluation grid was composed of 26 criteria. The four metric qualities that were analyzed were: the degree of difficulty, the degree of discrimination, the internal consistency, and the concurrent validity. Each intern’s performance was assessed by three individuals: the professional supervisor, the intern (self-assessment) and the university professor who coordinates the internship placement. The analysis of the three assessments based on the Education Testing Service Method indicates that the assessment of the professional supervisors and intern self-assessment are too high (difficulty index, pi = 20) and produced a discrimination power of zero between the interns (discrimination index, Di = 0). The analysis of the internal consistency of the criteria indicates that a number are too highly interrelated (Cronbach’s alpha = 0.97) and that ten criteria can be removed from the evaluation grid, as they are redundant. Concurrent validity, determined by calculating three correlations between the three dimensions of the evaluation grid (before, during, and after the teaching session) and the overall rating of the intern, was demonstrated insofar as the lowest correlation between the assessment of the intern’s performance and the measurement criterion (overall rating of the intern’s performance) was significant (r (106) = .76, p < .001).L'objectif de la présente étude est d'analyser quatre qualités métriques de l'évaluation d’un échantillon de 110 étudiants stagiaires franco-ontariens inscrits entre 2006 et 2009 à l'Université Laurentienne à l'École des sciences de l'activité physique. La grille d'évaluation était composée de 26 critères. Les quatre qualités métriques sont: le degré de difficulté, le degré de discrimination, la consistance interne et la validité concomitante des critères. Les stages ont été évalués par trois personnes: le superviseur de stage, le stagiaire (auto-évaluation) et le professeur d'université qui coordonne le stage. L'analyse des items selon la méthode ETS (Educational testing service) indique que les évaluations des superviseurs de stage et l’auto-évaluation des stagiaires sont trop élevées (indice de difficulté, pi = 20) et ne sont pas discriminantes (indice de discrimination Di = 0). L'analyse de la consistance interne des critères indique qu'un certain nombre sont trop fortement corrélées entre eux (coefficient alpha de Cronbach = 0,97) et que dix critères peuvent être retirés de la grille d'évaluation car ils sont redondants. La validité concomitante, déterminée par le calcul de trois corrélations entre les trois dimensions de la grille d'évaluation (avant, pendant, et après la session d'enseignement) et la note globale du stagiaire, a été démontrée dans la mesure où la plus faible corrélation entre l'évaluation de la performance du stagiaire et le critère de mesure (note globale de la performance du stagiaire) était significative (r (106) = .76, p < .001).
dc.language English
dc.language French
dc.publisher Society for Teaching and Learning in Higher Education
dc.relation http://ir.lib.uwo.ca/cjsotl_rcacea/vol3/iss1/5
dc.relation https://doaj.org/toc/1918-2902
dc.source Canadian Journal for the Scholarship of Teaching and Learning , Vol 3, Iss 1 (2012)
dc.subject validity
dc.subject analysis of criteria
dc.subject teaching competency
dc.subject intern
dc.subject Education (General)
dc.subject L7-991
dc.subject Education
dc.subject L
dc.subject DOAJ:Education
dc.subject DOAJ:Social Sciences
dc.subject Education (General)
dc.subject L7-991
dc.subject Education
dc.subject L
dc.subject DOAJ:Education
dc.subject DOAJ:Social Sciences
dc.subject Education (General)
dc.subject L7-991
dc.subject Education
dc.subject L
dc.subject Education (General)
dc.subject L7-991
dc.subject Education
dc.subject L
dc.subject Education (General)
dc.subject L7-991
dc.subject Education
dc.subject L
dc.title Evaluation of an Internship Assessment Grid for Francophone Physical and Health Education Student Interns
dc.type Article


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