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Pupil perceptions of significant aspects of the instruction of student teachers of English and the indication of ways in which these perceptions may be used in evaluation are presented in this study. Data were obtained at the University of Georgia for student teachers of English who student taught during the winter and fall quarter 1969 and the winter quarter 1971. The class each student teacher had taught the most was tested one week after the student teacher had left. Pupils were asked to respond to a 74-item Inventory of Student Perceptions of Instruction (ISPI). The frame of reference was the instruction carried out by the student teacher. The ISPI was concerned with six aspects of student perception: instructional objectives, classroom human relations, use of instructional resources, student motivation for learning, meaningfulness of learning, and measurement and evaluation. Students were asked to read each item on the ISPI carefully and express a degree of agreement or disagreement. Results of the inventory indicate four evaluation uses: student teacher self-evaluation, cooperative student teacher evaluation participated in by the student teacher, supervising teacher selection, and appraisal of the program to prepare student teachers. A five-item bibliography, figures and appendixes with inventories are included. (MJM)

Short essays written by 60 secon d and third grade children were analyzed in order to compare the global quality with the syntactic maturity contained therein. Global quality is a broad measure of the level of ability and development evidenced by the pupil in his particular writing. Syntactic maturity is a measure based on the existence of various syntactical structures in the writing. Considered in this study were (1) the number of T-units (minimal terminable syntactic units), (2) the mean T-unit length, (3) the number of subordinate clauses, and (4) the number of all clauses. High correlations were found between global quality measures and the number of T-units, the ratio of the clauses per T-unit, the number of subordinate clauses, and the number of all clauses. These results indicate that fluency and complexity are related to quality in the written compositions of these students. Further research is needed. A bibliography and statistical tables are included. (WD)

The 1955 check-list consisted of 92 items giving students' perceptions of the teaching-learning process, and was suggested for use in teacher self-evaluation. It was revised in the spring of 1969 to incorporate results of recent research and to apply specifically to classes in high school English. Similar devices, together with articles and books on research in classroom learning were reviewed for item content and construct validity. Wording was simplfied: each specification was limited, where practicable, to a single concept; and classifications were clarified, resulting in an increase from 28 to 34 specifications. The type of response was changed from frequency-of-occurrence to degree-of-occurrence to degree-of-agreement and the list tested in 16 classes Alpha coefficients were obtained for section scores as well as for total scores, and correlational data suggested that both scores were useful. The construct validity was investigated through factor analysis and revealed the check-list to be a multi-dimensional instrument. It was concluded that (1) reliability of response was higher on observable than on inferred behavior, (2) items not understood should be given a neutral score, and (3) factor analytic results did not contribute to interpreting responses. The revised specifications and list of categorized items are attached. (MBM)

The purpose of this investigation was to examine the performance of University of Georgia student teachers in English on the six dimensions of the Checklist of High School Class Activities and to compare this evaluation with student teaching grades, academic grades, and scores on the National Teacher Examinations. The 74-item checklist was administered to the pupils in one class of each of 16 secondary school English student teachers at the end of one quarter, with classes of exceptionally high or low ability being eliminated. Although there was great variability in individual scores, the student teachers as a group tended to be highly rated by their pupils. These ratings, however, showed no significant correlation with student teaching grades, academic grades, or National Teacher Examination scores. Results indicate that pupil perception of a teacher's performance tends to differ from that of other evaluation sources. (An appendix contains the specifications for the checklist and a categorized list of the 74 checklist items.) (RT)

Presents evidence that written responses to modality develop from a homogeneous writing quality to a more heterogeneous writing quality with some modes systematically favored over others." (Author)

Briefly describes the history of the program and discusses how it is administered. (DD)

Reports the development of an experimental essay test for use with young children based on the now-obsolete STEP Essay Tests. The child's essay on an assigned topic is rated in comparison with previously rated and scaled essays which serve as performance models. (Author)