A factorial study of student performance in initial teacher education

Abstract

ABSTRACT This study applies principal components analysis and latent trait modelling to students' grades from two year cohorts of two modularised initial teacher education courses. The aim was to throw light on the nature of student performance and to contribute to the debate about the most appropriate way of reporting student achievement. The results showed the dominance of the general factor in human attainment but also produced evidence of a second factor distinguishing placement performance from taught components and some evidence of a third factor distinguishing between the third and fourth years of the course. The implications of the results for reporting student assessment are discussed.