SUMMARY
The purpose of this study was to verify the consistency between the qualitative entries and quantitative ratings of the Teaching Internship evaluation document through Consistency Verification Analysis (CVA), a proposed novel method offered by the investigators to explore the consistency of the two parts of the evaluation forms. Twenty-two evaluation forms were collected from the internship portfolios of the Bachelor of Secondary Education (BSE)-English graduates across the five batches as the main data. Since the two datasets analyzed in the study were quantitative and qualitative data, the convergent parallel design, a mixed-methods design (Creswell & Plano-Clark, 2011) was adopted as the research design of the study. Detailed analysis of the data obtained has identified weaknesses as well as verified inconsistent cases between the two main parts of the evaluation forms. A focus group interview with the cooperating teachers or evaluators was conducted to provide an explanation of such cases of inconsistency. The findings may provide awareness for cooperating teachers and Teacher Education Institution (TEI) professors with insight into an effective way of completing the evaluation forms and also for a possible internship curriculum revision.https://doi.org/10.26803/ijlter.19.2.9