Leveraging Data Sampling and Practical Knowledge: Field Instructors' Perceptions about Inter-Rater Reliability Data

Autor/inn/en	Soslau, Elizabeth; Lewis, Kandia
Titel	Leveraging Data Sampling and Practical Knowledge: Field Instructors' Perceptions about Inter-Rater Reliability Data
Quelle	In: Action in Teacher Education, 36 (2014) 1, S.20-44 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2013.861372
Schlagwörter	Interrater Reliability; Accreditation (Institutions); Student Teacher Evaluation; Focus Groups; Decision Making; Evidence; Observation; Questionnaires; Mixed Methods Research; Data Analysis; Practicum Supervision; Correlation; Scores; Teacher Attitudes; Administrator Attitudes; Educational Change; Student Teacher Attitudes; Sampling; Statistical Analysis; Best Practices; Evaluation Methods; Cooperating Teachers; Supervisors + Suchen Sie Ihr Suchwort? Interrater-Reliabilität; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Decision-making; Entscheidungsfindung; Evidenz; Beobachtung; Fragebogen; Auswertung; Korrelation; Lehrerverhalten; Bildungsreform; Statistische Analyse; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende
Abstract	For accreditation and programmatic decision making, education school administrators use inter-rater reliability analyses to judge credibility of student-teacher assessments. Although weak levels of agreement between university-appointed supervisors and cooperating teachers are usually interpreted to indicate that the process is not being implemented with fidelity, it is unclear which part of the process contributes to weak agreements. Quantitative analysis of data ("N" = 230) from four semesters, and matched-pair sampling ("n" = 14), countered weaknesses found in usual analysis methods. Using "data-driven decision making," "personal practical knowledge" and "evidence-based practice" as theoretical frameworks, university-based field instructors' discussions about what accounted for varying correlations were analyzed. Qualitative data analysis (focus group/questionnaires) found that field instructors ("n" = 7) assumed divergent scores indicate weakness in evaluation processes and posited conflicting root causes. Inter-rater reliability analyses should include pair-wise sampling, so that weak and strong rates of agreement are unmasked and opportunities for meaningful data conversations are possible. (As Provided).
Anmerkungen	Routledge. 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