Validating the Ecological Assumption: The Relationship of Measure Scores to Classroom Teaching and Student Learning

Autor/inn/en	Hill, Heather C.; Ball, Deborah Loewenberg; Blunk, Merrie; Goffney, Imani Masters; Rowan, Brian
Titel	Validating the Ecological Assumption: The Relationship of Measure Scores to Classroom Teaching and Student Learning
Quelle	In: Measurement: Interdisciplinary Research and Perspectives, 5 (2007) 2-3, S.107-118 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-6367
Schlagwörter	Teacher Characteristics; Teaching Methods; Correlation; Mathematics Achievement; Video Technology; Classroom Research; Longitudinal Studies; Elementary School Teachers; Item Response Theory; Scores; Test Items; Test Validity; Evaluation Methods; Measurement Techniques; Persuasive Discourse; Inferences; Generalization; Mathematics Instruction; Mathematics Education; Pedagogical Content Knowledge; Educational Assessment; Teacher Evaluation; Statistical Surveys; Multiple Choice Tests; California + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Item-Response-Theorie; Test content; Testaufgabe; Testvalidität; Messtechnik; Persuasion; Persuasive Kommunikation; Inference; Inferenz; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Pädagogische Kompetenz; Education; assessment; Bewertungssystem; Teacher appraisal; Lehrerbeurteilung; Statistische Erhebung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Kalifornien
Abstract	This paper provides a summary of the authors' attempts to uncover links between their measures, classroom mathematics instruction, and student learning. This paper also provides evidence regarding one central critique of their measures: that multiple-choice assessments cannot validly represent the knowledge, skills, and judgment involved in actual teaching practice. To the extent that there is a relationship between the test domain and practice domain, it strengthens their claim that they can measure knowledge for teaching in this format. In this article the authors describe the aims, methods, and preliminary findings from a large-scale statistical study of teacher knowledge and student achievement and a videotape study of teachers' classroom mathematics instruction. If a teacher knowledge/student achievement relationship is found in the former, the latter will help identify the mechanisms through which this relationship is realized. Finally, as a means for informing the debate about why test validation is often better conceptualized than practiced, they consider the cost and obstacles to this type of work. (Contains 2 tables, 1 figure and 1 footnote.) (ERIC).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10