{"title":"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","authors":"Kelly Edwards, James Soland","doi":"10.1080/10627197.2024.2350966","DOIUrl":null,"url":null,"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...","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":null,"pages":null},"PeriodicalIF":2.1000,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Improving the Precision of Classroom Observation Scores Using a Multi-Rater and Multi-Timepoint Item Response Theory Model\",\"authors\":\"Kelly Edwards, James Soland\",\"doi\":\"10.1080/10627197.2024.2350966\",\"DOIUrl\":null,\"url\":null,\"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...\",\"PeriodicalId\":46209,\"journal\":{\"name\":\"Educational Assessment\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2024-05-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Assessment\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/10627197.2024.2350966\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Assessment","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10627197.2024.2350966","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Improving the Precision of Classroom Observation Scores Using a Multi-Rater and Multi-Timepoint Item Response Theory Model
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...
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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