Evaluating an Explicit Instruction Teacher Observation Protocol through a Validity Argument Approach

Autor/inn/en	Johnson, Evelyn S.; Zheng, Yuzhu; Crawford, Angela R.; Moylan, Laura A.
Titel	Evaluating an Explicit Instruction Teacher Observation Protocol through a Validity Argument Approach
Quelle	In: Journal of Experimental Education, 90 (2022) 2, S.419-434 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2020.1811194
Schlagwörter	Direct Instruction; Teacher Education; Classroom Observation Techniques; Validity; Scoring; Generalizability Theory; Special Education Teachers; Item Response Theory; Interrater Reliability + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Lehrerausbildung; Lehrerbildung; Gültigkeit; Bewertung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Item-Response-Theorie; Interrater-Reliabilität
Abstract	In this study, we examined the scoring and generalizability assumptions of an explicit instruction (EI) special education teacher observation protocol using many-faceted Rasch measurement (MFRM). Video observations of classroom instruction from 48 special education teachers across four states were collected. External raters (n = 20) were trained to observe and evaluate instruction using the protocol. The results of this study suggest that the scoring rule is appropriate, in that the three-point scale allows for a meaningful way to differentiate various levels of quality of implementation of EI across teachers. Raters consistently scored easier items with higher scores, and more difficult items with a lower score. Additionally, the MFRM results for the rater facet suggest that raters can consistently apply the scoring criteria, and that there is limited rater bias impacting the scores. Implications for research and practice are discussed. [For the corresponding grantee submission, see ED607677.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01