Evaluating Special Educators' Classroom Performance: Does Rater "Type" Matter?

Autor/inn/en	Lawson, Janelle E.; Cruz, Rebecca A.
Titel	Evaluating Special Educators' Classroom Performance: Does Rater "Type" Matter?
Quelle	In: Assessment for Effective Intervention, 43 (2018) 4, S.227-240 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508417736260
Schlagwörter	Special Education Teachers; Teacher Evaluation; Interrater Reliability; Administrators; Administrator Characteristics; School Administration; Evaluators; Bias; Peer Evaluation; Elementary Secondary Education; California; Idaho + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teacher appraisal; Lehrerbeurteilung; Interrater-Reliabilität; Kalifornien
Abstract	Classroom observations remain the predominant data source used in teacher evaluations, but little is known about how rater characteristics may affect teachers' scores. For special educators, whose instructional practice requires specialized knowledge and skills, school administrators (i.e., the raters) without experience in special education teaching may not be able to provide reliable and unbiased scores. This study included three school administrators who viewed and scored the classroom teaching of 19 special educators in California and Idaho; individuals with special education teaching experience also scored a subset of the instructional lessons. Generalizability study analyses revealed that the school administrators were not consistently reliable scorers of the special education teachers' instruction. The school administrators were also more lenient on average in their ratings than peer teacher raters. Findings from this preliminary investigation suggest that rater background may matter, and future studies should explore how specific rater characteristics such as background and experience affect special educators' performance ratings. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01