The Effect of Observation Length and Presentation Order on the Reliability and Validity of an Observational Measure of Teaching Quality

Autor/inn/en	Mashburn, Andrew J.; Meyer, J. Patrick; Allen, Joseph P.; Pianta, Robert C.
Titel	The Effect of Observation Length and Presentation Order on the Reliability and Validity of an Observational Measure of Teaching Quality
Quelle	In: Educational and Psychological Measurement, 74 (2014) 3, S.400-422 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164413515882
Schlagwörter	Observation; Teacher Evaluation; Reliability; Validity; Classroom Observation Techniques; Scores; Video Technology; Secondary School Teachers; Secondary School Students; Measures (Individuals); Generalizability Theory; Statistical Analysis; Correlation; Predictive Validity; Computation; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Mathematics Teachers; Reading Teachers; Mathematics Achievement; Reading Achievement + Suchen Sie Ihr Suchwort? Beobachtung; Teacher appraisal; Lehrerbeurteilung; Reliabilität; Gültigkeit; Sekundarschüler; Messdaten; Statistische Analyse; Korrelation; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung
Abstract	Observational methods are increasingly being used in classrooms to evaluate the quality of teaching. Operational procedures for observing teachers are somewhat arbitrary in existing measures and vary across different instruments. To study the effect of different observation procedures on score reliability and validity, we conducted an experimental study that manipulated the length of observation and order of presentation of 40-minute videotaped lessons from secondary grade classrooms. Results indicate that two 20-minute observation segments presented in random order produce the most desirable effect on score reliability and validity. This suggests that 20-minute occasions may be sufficient time for a rater to observe true characteristics of teaching quality assessed by the measure used in the study, and randomizing the order in which segments were rated may reduce construct irrelevant variance arising from carry over effects and rater drift. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10