Validity of a Special Education Teacher Observation System

Autor/inn/en	Johnson, Evelyn S.; Crawford, Angela; Moylan, Laura A.; Zheng, Yuzhu
Titel	Validity of a Special Education Teacher Observation System
Quelle	In: Educational Assessment, 25 (2020) 1, S.31-46 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2019.1702461
Schlagwörter	Special Education Teachers; Teacher Effectiveness; Test Construction; Test Validity; Evidence Based Practice; Feedback (Response); Teacher Improvement; Observation; Measurement Techniques; Scoring Rubrics; Teacher Influence; Students with Disabilities + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Testaufbau; Testvalidität; Beobachtung; Messtechnik; Scoring formulas; Auswertungsbogen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	This manuscript describes the comprehensive validation work undertaken to develop the Recognizing Effective Special Education Teachers (RESET) observation system, which was designed to provide evaluations of special education teachers' ability to effectively implement evidence-based practices and to provide specific, actionable feedback to teachers on how to improve instruction. Following the guidance for developing effective educator evaluation systems, we employed the Evidence-Centered Design framework, articulated the claims and inferences to be made with RESET, and conducted a series of studies to collect evidence to evaluate its validity. Our efforts and results to date are described, and implications for practice and further research are discussed. [For the corresponding grantee submission, see ED598519.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01