Validity of a Special Education Teacher Observation System

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Pub Date : 2019-05-01 DOI:10.1080/10627197.2019.1702461

Evelyn S. Johnson, Angela R. Crawford, Laura A. Moylan, Yuzhu Z. Zheng

引用次数: 9

Abstract

ABSTRACT This manuscript describes the comprehensive validation work undertaken to develop the Recognizing Effective Special Education Teachers (RESET) observation system, which was designed to provide evaluations of special education teachers’ ability to effectively implement evidence-based practices and to provide specific, actionable feedback to teachers on how to improve instruction. Following the guidance for developing effective educator evaluation systems, we employed the Evidence-Centered Design framework, articulated the claims and inferences to be made with RESET, and conducted a series of studies to collect evidence to evaluate its validity. Our efforts and results to date are described, and implications for practice and further research are discussed.

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特殊教育教师观察系统的有效性

摘要本文描述了为开发“识别有效的特殊教育教师”（RESET）观察系统而进行的全面验证工作，该系统旨在评估特殊教育教师有效实施循证实践的能力，并就如何改进教学向教师提供具体、可操作的反馈。根据开发有效的教育评估系统的指导，我们采用了以证据为中心的设计框架，阐明了RESET的主张和推论，并进行了一系列研究来收集证据以评估其有效性。我们描述了迄今为止的努力和结果，并讨论了对实践和进一步研究的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Assessment EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

6.70%

发文量

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.