A Study of the Construct Validity of the Interactive Computer Interview System (ICIS) using Student Evaluations as the Outcome Measure

Abstract

The present study sought to investigate the concurrent validity of the ICIS employment interview tool as measured by student satisfaction by examining the correlation between the scores obtained through interviews of forty high school teachers and the affective responses of their students as measured through a Likert survey instrument. The teachers answered programmed questions in four major categories (Knowledge of Teaching, Working with Others, Knowledge of Content, and Knowledge of Students) in interviews conducted within a three-week period at the conclusion of the school year. These randomly chosen teachers of required freshman and sophomore classes represented teaching experience from one to twenty-eight years and ages from twenty-four to fifty-eight years. All students of the selected classes completed a thirty-question "Steps to Excellence Student Questionnaire" that measured student satisfaction levels. The 1039 student surveys were completed in April, giving the students as much time as possible with the teachers they rated. Pearson calculations showed a statistically significant correlation between the student survey average scores and all four sub-scales measured by the ICIS instrument and the ICIS total rating.