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Student teacher letters of reference: A critical analysis

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Abstract

Letters of reference are commonly used in acquiring a job in education. Despite serious issues of validity and reliability in writing and evaluating letters, there is a dearth of research that systematically examines the evaluation process and defines the constructs that define high quality letters. The current study used NVivo to examine 160 letters of reference to determine component constructs and relate these components to overall letter quality. Results suggest that testimonials are most predictive of overall letter quality. Implications and limitations of this study are also discussed.

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Author information

Authors and Affiliations

  1. Curriculum and Instruction Department, University of Wisconsin-Whitewater, Whitewater, WI, 53190, USA

    Richard W. Mason

  2. Educational Foundations Department, the University of Wisconsin-Whitewater, Whitewater, WI, 53190, USA

    Mark P. Schroeder

Authors
  1. Richard W. Mason
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  2. Mark P. Schroeder
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Corresponding author

Correspondence to Richard W. Mason.

Appendices

Appendix A

figure a

Appendix B

LETTERS OF REFERENCE ASSESSMENT SCALE (3 × 5)

Scale:

1= Poor

3= Satisfactory

5= Excellent

I. Interpersonal Skills

Little or no interpersonal skills referenced

One interpersonal skill referenced

Many interpersonal skills referenced

II. Superlatives

Little or no superlative words used

Three superlatives used

Five or more superlatives used

III. Testimonials

Student is not recommended

Student is recommended

Student is highly recommended

IV. Teacher Traits

Little or no distinguishing teacher traits given

Three teacher traits given

Five or more teacher traits given

V. Overall Impression

Weak impression of student teacher

Average impression of student teacher

Outstanding impression of student teacher

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Mason, R.W., Schroeder, M.P. Student teacher letters of reference: A critical analysis. Educ Asse Eval Acc 24, 307–323 (2012). https://doi.org/10.1007/s11092-012-9152-8

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  • DOI: https://doi.org/10.1007/s11092-012-9152-8

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