改进教师表现的测量：基于课堂的观察系统的替代评分

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Pub Date : 2022-06-24 DOI:10.1080/10627197.2022.2088494

Ryan J. Kettler, Anh N. Hua, C. Dudek, L. Reddy, Ilona Arnold-Berkovits, Nicole B. Wiggs, Adam J. Lekwa, Alexander Kurz

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引用次数: 1

摘要

本研究考察了评估教师有效性和促进学校专业发展对话的观察系统的可靠性和有效性证据。具体来说，本研究比较了使用传统评分方法的教学框架(FFT)效度证据与一种新的复合评分方法，该方法平均每个域内嵌套的组件。这项研究对来自五所高贫困特许学校的85名教师和10名学校管理人员进行了调查。总的来说，这些发现建立在以前的研究基础上，为使用课堂观察测量的替代评分方法提供了额外的证据。FFT综合得分在域和总水平上是内部一致的，并且与传统的评分方法相比，在时间上更加稳定。讨论了对研究和实践的启示。

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Improving Measurement of Teacher Performance: Alternative Scoring for Classroom-Based Observational Systems

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.

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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.