Developing a Comprehension Instruction Observation Rubric for Special Education Teachers

Autor/inn/en	Johnson, Evelyn S.; Moylan, Laura A.; Crawford, Angela; Zheng, Yuzhu
Titel	Developing a Comprehension Instruction Observation Rubric for Special Education Teachers
Quelle	In: Reading & Writing Quarterly, 35 (2019) 2, S.118-136 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2018.1521319
Schlagwörter	Scoring Rubrics; Reading Comprehension; Special Education Teachers; Test Construction; Psychometrics; Students with Disabilities; Observation; Vocabulary; Knowledge Level; Inferences; Reading Instruction; Video Technology; Test Validity; Test Reliability; Idaho; Wisconsin; Florida + Suchen Sie Ihr Suchwort? Scoring formulas; Auswertungsbogen; Leseverstehen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Testaufbau; Psychometry; Psychometrie; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Beobachtung; Wortschatz; Wissensbasis; Inference; Inferenz; Leseunterricht; Testvalidität; Testreliabilität
Abstract	In this study, we developed a Reading for Meaning special education teacher observation rubric that detailed the elements of evidence-based comprehension instruction and tested its psychometric properties using many-facet Rasch measurement. We collected video observations of classroom instruction from 10 special education teachers across 3 states during the 2015-2016 school year. External raters (n = 4) trained to observe and evaluate instruction using the rubric assigned scores of implemented, partially implemented, or not implemented for each of the items. Analyses showed that the item, teacher, lesson, and rater facets achieved high psychometric quality. Teacher performance was consistent with what the literature has reported. We discuss implications for research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01