Improving the Precision of Classroom Observation Scores Using a Multi-Rater and Multi-Timepoint Item Response Theory Model
IF 2.1
Q1 EDUCATION & EDUCATIONAL RESEARCH
引用次数: 0
Abstract
Classroom observational protocols, in which raters observe and score the quality of teachers’ instructional practices, are often used to evaluate teachers for consequential purposes despite evidenc...利用多评分者和多时间点项目反应理论模型提高课堂观察评分的精确度
尽管有证据表明，课堂观察协议（即评分者对教师的教学实践质量进行观察和打分）经常被用于评价教师的后果性目的。
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来源期刊
Educational Assessment
EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
6.70%
发文量
24
期刊介绍：
Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.
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