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	In: Assessment for Effective Intervention, 45 (2019) 1, S.27-37 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Crawford, Angela R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
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 the Recognizing Effective Special Education Teachers (RESET) observation instrument. 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, for evaluating special education teacher implementation of explicit instruction. Eight raters (four for each version of the rubric) viewed and scored videos of explicit instruction in intervention settings. The data from each rubric were analyzed with a four facet, crossed, mixed-model design to estimate the variance components and reliability indices. Results show lower unwanted sources of variance and higher reliability indices with the rubric with item-specific descriptors of performance levels. Contributions to the fields of intervention and teacher evaluation are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06