Measuring Teaching Best Practice in the Induction Years: Development and Validation of an Item-Level Assessment

Autor/inn/en	Kingsley, Laurie; Romine, William
Titel	Measuring Teaching Best Practice in the Induction Years: Development and Validation of an Item-Level Assessment
Quelle	In: European Journal of Educational Research, 3 (2014) 2, S.87-109 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Test Construction; Test Validity; Beginning Teacher Induction; Best Practices; Teacher Effectiveness; Teacher Evaluation; Online Surveys; Supervisors; Teacher Interns; Construct Validity; Test Reliability; Item Response Theory; Test Theory; Elementary School Teachers; Likert Scales + Suchen Sie Ihr Suchwort? Testaufbau; Testvalidität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Testreliabilität; Item-Response-Theorie; Testtheorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Likert-Skala
Abstract	Schools and teacher induction programs around the world routinely assess teaching best practice to inform accreditation, tenure/promotion, and professional development decisions. Routine assessment is also necessary to ensure that teachers entering the profession get the assistance they need to develop and succeed. We introduce the Item-Level Assessment of Teaching practice (I-LAST) as a flexible framework-based approach for quantitative evaluation of teaching best practice in the induction stages. We based the I-LAST on a novel framework for teaching best practice, and used Fuller's scale as a framework for understanding the potential of the I-LAST in providing longitudinal measures for growth. Using the context of a year-long teacher induction program in the Midwestern United States, we collected data through an online survey from 46 teaching supervisors who were asked to evaluate their interns. We used the Rasch partial credit model as a criterion for construct validity, and measured dimensionality and reliability from both Rasch and classical frameworks. The I-LAST was found to be a unidimensional, valid, and reliable measure for teaching best practice. It demonstrated the ability to provide reliable scores for specific sub-dimensions of best practice, including those which manifest at various stages along Fuller's scale. Potential uses of the I-LAST to advance understanding of the role of teacher induction programs in fostering productive growth in new teachers is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01