Pub Date : 2023-04-03DOI: 10.1080/10627197.2023.2212900
Jennifer Randall
ABSTRACT It Ain't Near 'Bout Fair: Re-envisioning the Bias and Sensitivity Review Process from a Justice-Oriented Antiracist Perspective was intended to facilitate conversation in the field about the bias and sensitivity process, specifically. I argue that our current approaches rely far too heavily on fear-based notions to the exclusion of justice-based aims. As Dr. Solano-Flores points out, however, this conversation must be considered in concert with a larger conversation around principles of equity and justice in the assessment design and development process in order for the necessary transformational change to occur. In this paper, I consider Dr. Solano-Flores’ ideas and suggest a path forward with these ideas in mind.
{"title":"Response to Solano-Flores: How Serious are We About Fairness in Testing and How Far are We Willing to Go?","authors":"Jennifer Randall","doi":"10.1080/10627197.2023.2212900","DOIUrl":"https://doi.org/10.1080/10627197.2023.2212900","url":null,"abstract":"ABSTRACT It Ain't Near 'Bout Fair: Re-envisioning the Bias and Sensitivity Review Process from a Justice-Oriented Antiracist Perspective was intended to facilitate conversation in the field about the bias and sensitivity process, specifically. I argue that our current approaches rely far too heavily on fear-based notions to the exclusion of justice-based aims. As Dr. Solano-Flores points out, however, this conversation must be considered in concert with a larger conversation around principles of equity and justice in the assessment design and development process in order for the necessary transformational change to occur. In this paper, I consider Dr. Solano-Flores’ ideas and suggest a path forward with these ideas in mind.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"28 1","pages":"118 - 121"},"PeriodicalIF":1.5,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44653819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/10627197.2023.2226388
Guillermo Solano-Flores
ABSTRACT Jennifer Randall’s paper on justice-oriented assessment and Randy Bennett’s paper on socioculturally responsive assessment address fairness in the testing of racially, culturally, and linguistically diverse student populations by providing principles and recommendations for improved assessment practice. I warn about the perils of assuming that principles and recommendations suffice to promote fair testing in the absence of serious changes in the entire process of assessment. I liken the limitations of this over-reliance on principles and recommendations to the limitations of the fairness chapter of the Standards for Educational and Psychological Testing, whose wording portraits actions to address fairness in testing as optional. A transformative agenda on assessment practice needs to be based on a systemic perspective that involves all components and stages in the assessment process and needs to aim to produce a paradigm shift that establishes more rigorous expectations about what counts as fairness in assessment.
{"title":"How Serious are We About Fairness in Testing and How Far are We Willing to Go? A Response to Randall and Bennett with Reflections About the Standards for Educational and Psychological Testing","authors":"Guillermo Solano-Flores","doi":"10.1080/10627197.2023.2226388","DOIUrl":"https://doi.org/10.1080/10627197.2023.2226388","url":null,"abstract":"ABSTRACT Jennifer Randall’s paper on justice-oriented assessment and Randy Bennett’s paper on socioculturally responsive assessment address fairness in the testing of racially, culturally, and linguistically diverse student populations by providing principles and recommendations for improved assessment practice. I warn about the perils of assuming that principles and recommendations suffice to promote fair testing in the absence of serious changes in the entire process of assessment. I liken the limitations of this over-reliance on principles and recommendations to the limitations of the fairness chapter of the Standards for Educational and Psychological Testing, whose wording portraits actions to address fairness in testing as optional. A transformative agenda on assessment practice needs to be based on a systemic perspective that involves all components and stages in the assessment process and needs to aim to produce a paradigm shift that establishes more rigorous expectations about what counts as fairness in assessment.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"28 1","pages":"105 - 117"},"PeriodicalIF":1.5,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49328403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-25DOI: 10.1080/10627197.2022.2138322
O. Bulut, H. Bulut, D. Cormier, Munevver Ilgun Dibek, Merve Sahin Kursad
ABSTRACT Some statewide testing programs allow students to receive corrective feedback and revise their answers during testing. Despite its pedagogical benefits, the effects of providing revision opportunities remain unknown in the context of alternate assessments. Therefore, this study examined student data from a large-scale alternate assessment that allows students to make multiple attempts until they find the correct answer to multiple-choice items. The students receive partial credit based on the number of attempts being made. The effects of the multiple-attempt approach on both test characteristics and student performance were investigated. The results indicated that, despite making most items on the assessment relatively easier, the availability of partial credit improved the strength of the items in distinguishing low-achieving and high-achieving students while maintaining high internal consistency among the test items. Although the students were able to increase their scores due to the inclusion of partial credit based on the number of attempts, the relative positions of the students remained nearly the same.
{"title":"The Effects of Providing Students with Revision Opportunities in Alternate Assessments","authors":"O. Bulut, H. Bulut, D. Cormier, Munevver Ilgun Dibek, Merve Sahin Kursad","doi":"10.1080/10627197.2022.2138322","DOIUrl":"https://doi.org/10.1080/10627197.2022.2138322","url":null,"abstract":"ABSTRACT Some statewide testing programs allow students to receive corrective feedback and revise their answers during testing. Despite its pedagogical benefits, the effects of providing revision opportunities remain unknown in the context of alternate assessments. Therefore, this study examined student data from a large-scale alternate assessment that allows students to make multiple attempts until they find the correct answer to multiple-choice items. The students receive partial credit based on the number of attempts being made. The effects of the multiple-attempt approach on both test characteristics and student performance were investigated. The results indicated that, despite making most items on the assessment relatively easier, the availability of partial credit improved the strength of the items in distinguishing low-achieving and high-achieving students while maintaining high internal consistency among the test items. Although the students were able to increase their scores due to the inclusion of partial credit based on the number of attempts, the relative positions of the students remained nearly the same.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"28 1","pages":"48 - 63"},"PeriodicalIF":1.5,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45274412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-06DOI: 10.1080/10627197.2022.2130747
Lilla Németh, László Bernáth
ABSTRACT The Cognitive Test Anxiety Scale (CTAS) is a unidimensional scale designed to measure the cognitive aspect of test anxiety. The instrument has been adapted in several countries, and convincing psychometric properties have been found; however, uncertainties remain regarding its factor structure. Therefore, the aim of this study is twofold: to revise the instrument’s factor structure and to investigate the state or trait nature of the construct. The results of exploratory and confirmatory factor analyses suggest that the CTAS includes three dimensions: general worry, freezing up, and fear of failure. The reliability measures of the subscales showed appropriate values and validity evidence supported the multidimensionality of the CTAS. Finally, the state or trait nature of the construct was studied through an investigation of the effect taking an exam before the test’s administration has on CTAS scores. Results imply that cognitive test anxiety measured by the CTAS should be considered as a trait.
{"title":"The Nature of Cognitive Test Anxiety: An Investigation of the Factor Structure of the Cognitive Test Anxiety Scale","authors":"Lilla Németh, László Bernáth","doi":"10.1080/10627197.2022.2130747","DOIUrl":"https://doi.org/10.1080/10627197.2022.2130747","url":null,"abstract":"ABSTRACT The Cognitive Test Anxiety Scale (CTAS) is a unidimensional scale designed to measure the cognitive aspect of test anxiety. The instrument has been adapted in several countries, and convincing psychometric properties have been found; however, uncertainties remain regarding its factor structure. Therefore, the aim of this study is twofold: to revise the instrument’s factor structure and to investigate the state or trait nature of the construct. The results of exploratory and confirmatory factor analyses suggest that the CTAS includes three dimensions: general worry, freezing up, and fear of failure. The reliability measures of the subscales showed appropriate values and validity evidence supported the multidimensionality of the CTAS. Finally, the state or trait nature of the construct was studied through an investigation of the effect taking an exam before the test’s administration has on CTAS scores. Results imply that cognitive test anxiety measured by the CTAS should be considered as a trait.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"28 1","pages":"27 - 47"},"PeriodicalIF":1.5,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41968072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-03DOI: 10.1080/10627197.2022.2122953
L. Sandvik, B. Svendsen, Alex Strømme, Kari Smith, Oda Aasmundstad Sommervold, Stine Aarønes Angvik
ABSTRACT The lockdowns that began during the spring of 2020 changed the conditions for teaching and assessment across the globe. In Norway, schools were closed, and all school activities took place online. Moreover, all final exams were canceled, and all student grading was based on final grading by the individual teacher. Because of this, teachers’ assessment skills became more important. This study examines students’ and teachers’ experiences of assessment during the lockdown period. The findings revealed that students got little support from the teacher in their learning process; they worked alone and felt insecure about assessment. Teacher collaboration about assessment seemed sporadic and the assessment routines were weak. The study raises concerns about equity in education when teachers have problems implementing assessment practices that support students’ learning.
{"title":"Assessment during COVID-19: Students and Teachers in Limbo When the Classroom Disappeared","authors":"L. Sandvik, B. Svendsen, Alex Strømme, Kari Smith, Oda Aasmundstad Sommervold, Stine Aarønes Angvik","doi":"10.1080/10627197.2022.2122953","DOIUrl":"https://doi.org/10.1080/10627197.2022.2122953","url":null,"abstract":"ABSTRACT The lockdowns that began during the spring of 2020 changed the conditions for teaching and assessment across the globe. In Norway, schools were closed, and all school activities took place online. Moreover, all final exams were canceled, and all student grading was based on final grading by the individual teacher. Because of this, teachers’ assessment skills became more important. This study examines students’ and teachers’ experiences of assessment during the lockdown period. The findings revealed that students got little support from the teacher in their learning process; they worked alone and felt insecure about assessment. Teacher collaboration about assessment seemed sporadic and the assessment routines were weak. The study raises concerns about equity in education when teachers have problems implementing assessment practices that support students’ learning.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"28 1","pages":"11 - 26"},"PeriodicalIF":1.5,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42412466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-25DOI: 10.1080/10627197.2022.2110465
Joseph A. Rios, Jiayi Deng, Samuel D. Ihlenfeldt
ABSTRACT The present meta-analysis sought to quantify the average degree of aggregated test score distortion due to rapid guessing (RG). Included studies group-administered a low-stakes cognitive assessment, identified RG via response times, and reported the rate of examinees engaging in RG, the percentage of RG responses observed, and/or the degree of score distortion in aggregated test scores due to RG. The final sample consisted of 25 studies and 39 independent samples comprised of 443,264 unique examinees. Results demonstrated that an average of 28.3% of examinees engaged in RG (21% were deemed to engage in RG on a nonnegligible number of items) and 6.89% of item responses were classified as rapid guesses. Across 100 effect sizes, RG was found to negatively distort aggregated test scores by an average of 0.13 standard deviations; however, this relationship was moderated by both test content area and filtering procedure.
{"title":"To What Degree Does Rapid Guessing Distort Aggregated Test Scores? A Meta-analytic Investigation","authors":"Joseph A. Rios, Jiayi Deng, Samuel D. Ihlenfeldt","doi":"10.1080/10627197.2022.2110465","DOIUrl":"https://doi.org/10.1080/10627197.2022.2110465","url":null,"abstract":"ABSTRACT The present meta-analysis sought to quantify the average degree of aggregated test score distortion due to rapid guessing (RG). Included studies group-administered a low-stakes cognitive assessment, identified RG via response times, and reported the rate of examinees engaging in RG, the percentage of RG responses observed, and/or the degree of score distortion in aggregated test scores due to RG. The final sample consisted of 25 studies and 39 independent samples comprised of 443,264 unique examinees. Results demonstrated that an average of 28.3% of examinees engaged in RG (21% were deemed to engage in RG on a nonnegligible number of items) and 6.89% of item responses were classified as rapid guesses. Across 100 effect sizes, RG was found to negatively distort aggregated test scores by an average of 0.13 standard deviations; however, this relationship was moderated by both test content area and filtering procedure.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"27 1","pages":"356 - 373"},"PeriodicalIF":1.5,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44583236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-03DOI: 10.1080/10627197.2022.2106967
Julie Klovholt Leonardsen, B. K. Utvær, Henning Fjørtoft
ABSTRACT Teacher assessment practice is affected by a complex set of cognitive and affective traits, as well as institutional contexts. There is a dearth of research on sociocultural influences on teachers’ assessment identity. This study presents a model illustrating how vocational education and training (VET) teachers enact their assessment identity across contexts. We draw on interview data from 18 VET teachers. Using metaphors found in the data set allowed us to capture key aspects of the data material and to situate this study in the existing literature on teachers’ assessment identity. Based on the findings, we conceptualize five “faces” of VET teachers’ assessment identity: 1) the quality controller, 2) the educator, 3) the fosterer, 4) the motivator, and 5) the negotiator. We then show how VET teachers enact these faces within and across contexts as a way of negotiating tensions and avoiding conflicts. Finally, we discuss the implications of this model.
{"title":"The Five Faces of an Assessor: Conceptualizing the Enactment of Teacher Assessment Identity in Vocational Education and Training","authors":"Julie Klovholt Leonardsen, B. K. Utvær, Henning Fjørtoft","doi":"10.1080/10627197.2022.2106967","DOIUrl":"https://doi.org/10.1080/10627197.2022.2106967","url":null,"abstract":"ABSTRACT Teacher assessment practice is affected by a complex set of cognitive and affective traits, as well as institutional contexts. There is a dearth of research on sociocultural influences on teachers’ assessment identity. This study presents a model illustrating how vocational education and training (VET) teachers enact their assessment identity across contexts. We draw on interview data from 18 VET teachers. Using metaphors found in the data set allowed us to capture key aspects of the data material and to situate this study in the existing literature on teachers’ assessment identity. Based on the findings, we conceptualize five “faces” of VET teachers’ assessment identity: 1) the quality controller, 2) the educator, 3) the fosterer, 4) the motivator, and 5) the negotiator. We then show how VET teachers enact these faces within and across contexts as a way of negotiating tensions and avoiding conflicts. Finally, we discuss the implications of this model.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"27 1","pages":"339 - 355"},"PeriodicalIF":1.5,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47905976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-28DOI: 10.1080/10627197.2022.2088493
Austin S. Jennings
ABSTRACT The extent to which teachers collect, interpret, and use information from multiple data sources is a key distinction between novice and expert data users. Understanding and exploring this dimension of teachers’ instructional decision making requires a shift in contemporary perspectives toward the interconnectedness of data sources within teachers’ practice of data use. In the present study, I develop and apply a conceptual framework for mapping the structure of connections between data sources within and across instructional practices. Findings indicate teachers typically use two to six data sources in the context of a given instructional practice, with considerable variation in the relationship between those data sources across instructional practices. Toward this end, the present study advances a typology for classifying teachers’ preference for, substitution between, and complementary use of data sources. Findings have implications for preservice teacher preparation, in-service teacher professional learning, and research perspectives on data use in education.
{"title":"Preferences, Substitutes, and Complements: Mapping the Relationship between Data Sources within Teachers’ Instructional Practice","authors":"Austin S. Jennings","doi":"10.1080/10627197.2022.2088493","DOIUrl":"https://doi.org/10.1080/10627197.2022.2088493","url":null,"abstract":"ABSTRACT The extent to which teachers collect, interpret, and use information from multiple data sources is a key distinction between novice and expert data users. Understanding and exploring this dimension of teachers’ instructional decision making requires a shift in contemporary perspectives toward the interconnectedness of data sources within teachers’ practice of data use. In the present study, I develop and apply a conceptual framework for mapping the structure of connections between data sources within and across instructional practices. Findings indicate teachers typically use two to six data sources in the context of a given instructional practice, with considerable variation in the relationship between those data sources across instructional practices. Toward this end, the present study advances a typology for classifying teachers’ preference for, substitution between, and complementary use of data sources. Findings have implications for preservice teacher preparation, in-service teacher professional learning, and research perspectives on data use in education.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"27 1","pages":"322 - 338"},"PeriodicalIF":1.5,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48536625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-24DOI: 10.1080/10627197.2022.2088495
Michael Johnston, B. Wood, Sue Cherrington, S. Boniface, A. Mortlock
ABSTRACT In this paper, we report an exploratory investigation of the types of assessment in a variety of high school subjects that best predicted subsequent success at university in those subjects. In social sciences and the humanities, internal (school-based) assessment was a better predictor of university success than external, examination-based assessment, whereas the converse was true for mathematics and the sciences. A plausible interpretation of these findings, and one that warrants further research, is that approaches to assessment that recognize differences in the knowledge structures of disciplines at the point of university transition could be a significant factor in better preparing students for success at university. There are other plausible explanations, which we also explore. If further research validates our conjecture regarding the importance of aligning the disciplinary learning and assessment, we will have identified a potentially powerful mechanism to use the motivating force of assessment to enhance learning.
{"title":"Representations of Disciplinary Knowledge in Assessment: Associations between High School and University Assessments in Science, Mathematics and the Humanities and Predictors of Success","authors":"Michael Johnston, B. Wood, Sue Cherrington, S. Boniface, A. Mortlock","doi":"10.1080/10627197.2022.2088495","DOIUrl":"https://doi.org/10.1080/10627197.2022.2088495","url":null,"abstract":"ABSTRACT In this paper, we report an exploratory investigation of the types of assessment in a variety of high school subjects that best predicted subsequent success at university in those subjects. In social sciences and the humanities, internal (school-based) assessment was a better predictor of university success than external, examination-based assessment, whereas the converse was true for mathematics and the sciences. A plausible interpretation of these findings, and one that warrants further research, is that approaches to assessment that recognize differences in the knowledge structures of disciplines at the point of university transition could be a significant factor in better preparing students for success at university. There are other plausible explanations, which we also explore. If further research validates our conjecture regarding the importance of aligning the disciplinary learning and assessment, we will have identified a potentially powerful mechanism to use the motivating force of assessment to enhance learning.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"27 1","pages":"301 - 321"},"PeriodicalIF":1.5,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48087670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-24DOI: 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
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.
{"title":"Improving Measurement of Teacher Performance: Alternative Scoring for Classroom-Based Observational Systems","authors":"Ryan J. Kettler, Anh N. Hua, C. Dudek, L. Reddy, Ilona Arnold-Berkovits, Nicole B. Wiggs, Adam J. Lekwa, Alexander Kurz","doi":"10.1080/10627197.2022.2088494","DOIUrl":"https://doi.org/10.1080/10627197.2022.2088494","url":null,"abstract":"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.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"27 1","pages":"269 - 284"},"PeriodicalIF":1.5,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45989963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：