A Known Group Analysis Validity Study of the Vanderbilt Assessment of Leadership in Education in US Elementary and Secondary Schools

Autor/inn/en	Covay Minor, Elizabeth; Porter, Andrew C.; Murphy, Joseph; Goldring, Ellen B.; Cravens, Xiu; Elloitt, Stephen N.
Titel	A Known Group Analysis Validity Study of the Vanderbilt Assessment of Leadership in Education in US Elementary and Secondary Schools
Quelle	In: Educational Assessment, Evaluation and Accountability, 26 (2014) 1, S.29-48 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-013-9180-z
Schlagwörter	Principals; Administrator Evaluation; Validity; Evaluation Methods; Scores; Accuracy; Discriminant Analysis; Elementary Secondary Education; Elementary Schools; Secondary Schools + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Gültigkeit; Diskriminanzanalyse; Elementary school; Grundschule; Volksschule; Sekundarschule
Abstract	The Vanderbilt Assessment of Leadership in Education (VAL-ED) provides educators with a tool for principal evaluation based on principal, teacher, and supervisor reports of principals' learning-centered leadership. In this study, we conduct a known group analysis as part of a larger argument for the validity of the VAL-ED in US elementary and secondary schools. We asked superintendents to select the principals in their district who they believe in performance of their duties are in the top 20% and the bottom 20%. We ask how accurately VAL-ED scores can identify membership of the two known groups. Using a discriminant analysis, the VAL-ED places principals in the superintendent groups, on average, 70% of the time for both elementary and secondary schools. Placement accuracy is greater for the top group than the bottom group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10