|
|
M |
SD |
M |
SD |
M |
SD |
M |
SD |
| 1. |
Evaluating student professional disposition development has equal importance to evaluating a student’s content knowledge. |
4.56 |
0.98 |
3.94 |
1.09 |
3.65 |
1.30 |
3.90 |
1.26 |
| 2. |
Formalized mechanisms for evaluating student professional disposition development (e.g., procedures, rubrics, or measures) |
4.60 |
0.82 |
3.71 |
1.24 |
4.04 |
1.05 |
4.42 |
0.84 |
| 3. |
Assessing disposition development at multiple points prior to fieldwork |
4.48 |
0.90 |
4.08 |
1.05 |
3.98 |
1.18 |
4.23 |
1.10 |
| 4. |
Using a shared measure for evaluating student professional disposition development |
4.46 |
0.92 |
4.17 |
0.96 |
3.96 |
1.17 |
4.08 |
1.15 |
| 5. |
Failure to demonstrate adequate professional disposition development impeding graduation |
3.96 |
1.12 |
3.33 |
1.42 |
3.35 |
1.28 |
4.00 |
1.30 |
| 6. |
Addressing inadequate student professional disposition development at the first sign of concerns. |
4.42 |
1.00 |
3.73 |
1.39 |
3.96 |
1.24 |
4.23 |
1.00 |
| 7. |
Creating a remediation plan for student's inadequate professional disposition development |
4.62 |
0.82 |
4.23 |
0.94 |
4.19 |
1.14 |
4.08 |
1.06 |