Improving Measurement of Teacher Performance: Alternative Scoring for Classroom-Based Observational Systems

Autor/inn/en	Kettler, Ryan J.; Hua, Anh; Dudek, Christopher M.; Reddy, Linda A.; Arnold-Berkovits, Ilona; Wiggs, Nicole B.; Lekwa, Adam; Kurz, Alexander
Titel	Improving Measurement of Teacher Performance: Alternative Scoring for Classroom-Based Observational Systems
Quelle	In: Educational Assessment, 27 (2022) 3, S.269-284 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kettler, Ryan J.) ORCID (Dudek, Christopher M.) ORCID (Reddy, Linda A.) ORCID (Wiggs, Nicole B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2022.2088494
Schlagwörter	Teacher Effectiveness; Teacher Evaluation; Alternative Assessment; Classroom Observation Techniques; Test Reliability; Test Validity; Charter Schools; Low Income Students; Urban Schools; Elementary School Teachers; Middle School Teachers; High School Teachers; Reading Teachers; Mathematics Teachers + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Testreliabilität; Testvalidität; Charter school; Charter-Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Mathematics; Mathematik
Abstract	The study examines reliability and validity evidence of observational systems for evaluating teacher effectiveness and fostering professional development conversations in schools. Specifically, this study compared the Framework for Teaching's (FFT) validity evidence using the traditional scoring approach with a new composite scoring approach that averages the components nested within each domain. The study was conducted with a sample of 85 teachers and 10 school administrators from five high-poverty charter schools. Overall, the findings build on previous research, offering additional evidence for using alternative scoring methods for the classroom observational measures. The FFT composite scores are internally consistent at the domain and total levels, as well as more stable across time compared to the traditional scoring approach. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01