Variance and Reliability in Special Educator Observation Rubrics

Autor/inn/en	Crawford, Angela R.; Johnson, Evelyn S.; Moylan, Laura A.; Zheng, Yuzhu
Titel	Variance and Reliability in Special Educator Observation Rubrics
Quelle	(2018), (26 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Crawford, Angela R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1177/1534508418781010
Schlagwörter	Teacher Evaluation; Special Education Teachers; Scoring Rubrics; Observation; Direct Instruction; Test Reliability; Evaluation Methods; Rating Scales; Performance; Teacher Competencies; Psychometrics; Test Construction + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Scoring formulas; Auswertungsbogen; Beobachtung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Testreliabilität; Rating-Skala; Achievement; Leistung; Lehrkunst; Psychometry; Psychometrie; Testaufbau
Abstract	This study describes the development and initial psychometric evaluation of a Recognizing Effective Special Education Teachers (RESET) teacher observation instrument. Specifically, the study uses generalizability theory to compare two versions of a rubric, one with general descriptors of performance levels and one with item-specific descriptors of performance levels, to evaluate special education teacher implementation of explicit instruction. Eight raters participated in viewing and scoring videos of special education instruction. Data collected from raters were analyzed in a three facet, crossed, mixed-model design to estimate the variance components and reliability indices. Results show lower unwanted sources of variance and higher indices of reliability with the rubric with item-specific descriptors of performance levels. Contributions to the field of teacher evaluation are discussed. [This paper was published in "Assessment for Effective Intervention" (EJ1233147).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01