Convergent Validity Evidence regarding the Validity of the Chilean Standards-Based Teacher Evaluation System

Autor/inn/en	Santelices, Maria Veronica; Taut, Sandy
Titel	Convergent Validity Evidence regarding the Validity of the Chilean Standards-Based Teacher Evaluation System
Quelle	In: Assessment in Education: Principles, Policy & Practice, 18 (2011) 1, S.73-93 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Student Evaluation; Teacher Evaluation; Validity; Rewards; Time on Task; Pedagogical Content Knowledge; Foreign Countries; Standards; Academic Achievement; Scores; Achievement Tests; Classification; Evaluation Methods; Reliability; Chile + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Teacher appraisal; Lehrerbeurteilung; Gültigkeit; Reward; Belohnung; Zeitaufwand; Pädagogische Kompetenz; Ausland; Standard; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Classification system; Klassifikation; Klassifikationssystem; Reliabilität
Abstract	This paper describes convergent validity evidence regarding the mandatory, standards-based Chilean national teacher evaluation system (NTES). The study examined whether NTES identifies--and thereby rewards or punishes--the "right" teachers as high- or low-performing. We collected in-depth teaching performance data on a sample of 58 teachers who were evaluated by NTES as either "outstanding" (group 1) or "unsatisfactory" (group 2). The collected evidence included gains in student achievement scores, observation log data, expert ratings of a teaching materials binder, and teachers' scores on a subject and pedagogical knowledge test. The results support the validity of NTES' performance categorisations of the two extreme groups. The groups differed significantly on half of the performance indicators, and showed differences in the expected direction on the remaining indicators. We found especially strong and practically significant differences related to time on task during lessons, lesson structure, student behaviour, and student evaluation materials. We also found significant correlations between our results and the sample scores on three out of four NTES instruments. (Contains 4 notes and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10