Principals' Use of Rating Scale Categories in Classroom Observations for Teacher Evaluation

Autor/inn/en	Wind, Stefanie A.; Tsai, Chia-Lin; Grajeda, Sara B.; Bergin, Christi
Titel	Principals' Use of Rating Scale Categories in Classroom Observations for Teacher Evaluation
Quelle	In: School Effectiveness and School Improvement, 29 (2018) 3, S.485-510 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wind, Stefanie A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2018.1470989
Schlagwörter	Classroom Observation Techniques; Teacher Evaluation; Principals; Rating Scales; Teacher Effectiveness; Psychometrics; Educational Quality; Test Reliability; Test Validity; Item Response Theory; Educational Practices; Goodness of Fit; Scoring Rubrics; Lesson Observation Criteria; Guidelines; Teaching Methods; Elementary Secondary Education; Missouri + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Principal; Schulleiter; Rating-Skala; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Psychometry; Psychometrie; Quality of education; Bildungsqualität; Testreliabilität; Testvalidität; Item-Response-Theorie; Bildungspraxis; Scoring formulas; Auswertungsbogen; Unterrichtsmitschau; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Teacher evaluation systems commonly rely on observation of teaching practice (OTP) by school principals. However, the value of OTP as evidence of teacher effectiveness depends on its psychometric quality. In this study, we address a key aspect of the psychometric quality of principals' OTP ratings. Specifically, we investigate the degree to which rating scale categories have a consistent interpretation across teaching episodes and practices. Results suggest that the 1,324 principals' use of the rating scale categories functioned as intended overall. However, we also found that the midpoint category is underutilized and that rating categories do not always reflect similar levels of teaching effectiveness across teaching episodes and practices. When such discrepancies occur, we cannot assume principals' ratings reflect a consistent level of teacher effectiveness within and across classrooms. This is a critical component of validity evidence that can inform the interpretation of OTP ratings and point to areas for improvement in both the rubrics and in principals' training for classroom observations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01