{"title":"用课堂观察评估教师效能:校长评鉴效果之Rasch分析","authors":"E. Jones, C. Bergin","doi":"10.1080/10627197.2018.1564272","DOIUrl":null,"url":null,"abstract":"ABSTRACT In most U.S. schools, teachers are evaluated using observation of teaching practice (OTP). This study investigates rater effects on OTP ratings among 421 principals in an authentic teacher evaluation system. Many-facet Rasch analysis (MFR) using a block of shared ratings revealed that principals generally (a) differentiated between more and less effective teachers, (b) rated their teachers with leniency (i.e., overused higher rating categories), and (c) differentiated between teaching practices (e.g., Cognitive Engagement vs. Classroom Management) with minimal halo effect. Individual principals varied significantly in degree of leniency, and approximately 12% of principals exhibited severe rater bias. Implications for use of OTP ratings for evaluating teachers’ effectiveness are discussed. Strengths and limitations of MFR to analyze rater effects in OTP are also discussed.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"24 1","pages":"118 - 91"},"PeriodicalIF":2.1000,"publicationDate":"2019-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2018.1564272","citationCount":"12","resultStr":"{\"title\":\"Evaluating Teacher Effectiveness Using Classroom Observations: A Rasch Analysis of the Rater Effects of Principals\",\"authors\":\"E. Jones, C. Bergin\",\"doi\":\"10.1080/10627197.2018.1564272\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT In most U.S. schools, teachers are evaluated using observation of teaching practice (OTP). This study investigates rater effects on OTP ratings among 421 principals in an authentic teacher evaluation system. Many-facet Rasch analysis (MFR) using a block of shared ratings revealed that principals generally (a) differentiated between more and less effective teachers, (b) rated their teachers with leniency (i.e., overused higher rating categories), and (c) differentiated between teaching practices (e.g., Cognitive Engagement vs. Classroom Management) with minimal halo effect. Individual principals varied significantly in degree of leniency, and approximately 12% of principals exhibited severe rater bias. Implications for use of OTP ratings for evaluating teachers’ effectiveness are discussed. Strengths and limitations of MFR to analyze rater effects in OTP are also discussed.\",\"PeriodicalId\":46209,\"journal\":{\"name\":\"Educational Assessment\",\"volume\":\"24 1\",\"pages\":\"118 - 91\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2019-01-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/10627197.2018.1564272\",\"citationCount\":\"12\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Assessment\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/10627197.2018.1564272\",\"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/10.1080/10627197.2018.1564272","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Evaluating Teacher Effectiveness Using Classroom Observations: A Rasch Analysis of the Rater Effects of Principals
ABSTRACT In most U.S. schools, teachers are evaluated using observation of teaching practice (OTP). This study investigates rater effects on OTP ratings among 421 principals in an authentic teacher evaluation system. Many-facet Rasch analysis (MFR) using a block of shared ratings revealed that principals generally (a) differentiated between more and less effective teachers, (b) rated their teachers with leniency (i.e., overused higher rating categories), and (c) differentiated between teaching practices (e.g., Cognitive Engagement vs. Classroom Management) with minimal halo effect. Individual principals varied significantly in degree of leniency, and approximately 12% of principals exhibited severe rater bias. Implications for use of OTP ratings for evaluating teachers’ effectiveness are discussed. Strengths and limitations of MFR to analyze rater effects in OTP are also discussed.
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.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
