A Systematic Approach to Interrater Reliability in Early Childhood Teacher Performance Evaluations

Autor/in	Bottoms, Bryndle Laine
Titel	A Systematic Approach to Interrater Reliability in Early Childhood Teacher Performance Evaluations
Quelle	(2022), (113 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Charlotte
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-3487-3
Schlagwörter	Hochschulschrift; Dissertation; Interrater Reliability; Early Childhood Teachers; Teacher Evaluation; Performance Based Assessment; Early Childhood Education; Private Schools; Public Schools; Scoring Rubrics; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Interrater-Reliabilität; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Teacher appraisal; Lehrerbeurteilung; Leistungsermittlung; Education; Private school; Privatschule; Public school; Öffentliche Schule; Scoring formulas; Auswertungsbogen
Abstract	Teacher evaluations are routinely conducted across the United States for licensure and professional development supports. However, there is limited research on the interrater reliability of these evaluation assessment systems, despite federal recommendations (Graham et al., 2012). This research explores the systematic approach to interrater reliability utilized by the Early Educator Support (EES) Office in North Carolina. The EES Office supports the Birth-through-Kindergarten (B-K) teacher licensure of over 900 early educators in both private and public sectors. The evaluators employed undergo extensive trainings and hold a B-K license themselves. As part of the training, the evaluators undergo an interrater reliability activity that requires them to act as raters who rate ten fictitious teacher profiles, using the North Carolina Teacher Evaluation Process (NCTEP) rubric. This research aimed to understand the rater response process. In this study, three Many Facets Rasch Models are used to understand rater patterns of strictness, leniency and potential bias based on the race of teacher profile. Additionally, two of the models are compared to understand the extent that these rater response patterns are exhibited in their real caseloads of actual early educators. In conclusion, the group of raters do show evidence of strictness, leniency, and bias, however it is mostly exhibited by a small number of individual raters. It is possible to use the results to inform the professional growth of these evaluators, so that all early educators served by the EES Office receive valid, fair, and reliable teacher evaluations. Furthermore, it depicts a systematic approach to interrater reliability that could be used by other evaluation and assessment systems across the country. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01