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Autor/inn/en | Kettler, Ryan J.; Hua, Anh; Dudek, Christopher M.; Reddy, Linda A.; Arnold-Berkovits, Ilona; Wiggs, Nicole B.; Lekwa, Adam; Kurz, Alexander |
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Titel | Improving Measurement of Teacher Performance: Alternative Scoring for Classroom-Based Observational Systems |
Quelle | In: Educational Assessment, 27 (2022) 3, S.269-284 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Kettler, Ryan J.) ORCID (Dudek, Christopher M.) ORCID (Reddy, Linda A.) ORCID (Wiggs, Nicole B.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1062-7197 |
DOI | 10.1080/10627197.2022.2088494 |
Schlagwörter | Teacher Effectiveness; Teacher Evaluation; Alternative Assessment; Classroom Observation Techniques; Test Reliability; Test Validity; Charter Schools; Low Income Students; Urban Schools; Elementary School Teachers; Middle School Teachers; High School Teachers; Reading Teachers; Mathematics Teachers Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Testreliabilität; Testvalidität; Charter school; Charter-Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Mathematics; Mathematik |
Abstract | The study examines reliability and validity evidence of observational systems for evaluating teacher effectiveness and fostering professional development conversations in schools. Specifically, this study compared the Framework for Teaching's (FFT) validity evidence using the traditional scoring approach with a new composite scoring approach that averages the components nested within each domain. The study was conducted with a sample of 85 teachers and 10 school administrators from five high-poverty charter schools. Overall, the findings build on previous research, offering additional evidence for using alternative scoring methods for the classroom observational measures. The FFT composite scores are internally consistent at the domain and total levels, as well as more stable across time compared to the traditional scoring approach. Implications for research and practice are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |