A study was designed to investigate the effectiveness of a preservice teacher evaluation scheme used in the field experience component of the M.Ed. program in Mathematics, Science, and Technology Education at the Ohio State University. Subjects were student teachers (n=34), mentor teachers (n=34) and university-based supervisors (n=6). Student teachers' performances were assessed independently by student teacher, mentor, and supervisor, at two intervals (midterm and final three-way conferences). Data were collected in the form of Intern Evaluation Worksheets, as well as observations of supervisor meetings. Data from the worksheets were analyzed using 2-way ANOVA. Results indicated significant differences in evaluation scores among evaluation groups in the midterm conference, as well as between the two evaluation periods. Findings aid in better understanding the dynamics taking place during the three way conference evaluations, as well as form a basis for transition to new ways of teacher performance assessment. (Author
