The Test Matters: The Relationship between Classroom Observation Scores and Teacher Value Added on Multiple Types of Assessment

Autor/inn/en	Grossman, Pam; Cohen, Julie; Ronfeldt, Matthew; Brown, Lindsay
Titel	The Test Matters: The Relationship between Classroom Observation Scores and Teacher Value Added on Multiple Types of Assessment
Quelle	In: Educational Researcher, 43 (2014) 6, S.293-303 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X14544542
Schlagwörter	Classroom Observation Techniques; Scores; Language Arts; Academic Achievement; Instructional Effectiveness; Achievement Tests; Alternative Assessment; Outcome Measures; Item Analysis; Teacher Effectiveness; Correlation; Merit Rating; Grade 6; Grade 7; Grade 8; Mathematics Teachers; English Teachers; Data Analysis; Factor Analysis; Grade 4; Grade 5; Colorado; Florida; New York; North Carolina; Tennessee; Texas; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Sprachkultur; Schulleistung; Unterrichtserfolg; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Itemanalyse; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Korrelation; Analytische Arbeitsbewertung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; English language lessons; Englischunterricht; Auswertung; Faktorenanalyse; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	In this study, we examined how the relationships between one observation protocol, the Protocol for Language Arts Teaching Observation (PLATO), and value-added measures shift when different tests are used to assess student achievement. Using data from the Measures of Effective Teaching Project, we found that PLATO was more strongly related to the Stanford Achievement Test (SAT-9), the alternative assessment used by MET to assess more ambitious outcomes. We also found that the SAT-9 is more instructionally sensitive to the PLATO factor of Cognitive and Disciplinary Demand than the state tests used in MET study. This difference suggests that PLATO factors designed specifically to identify ambitious instructional practices are especially sensitive to which test is used to construct value-added scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10