TY - JOUR
T1 - Improving Measurement of Teacher Performance
T2 - Alternative Scoring for Classroom-Based Observational Systems
AU - Kettler, Ryan J.
AU - Hua, Anh
AU - Dudek, Christopher M.
AU - Reddy, Linda A.
AU - Arnold-Berkovits, Ilona
AU - Wiggs, Nicole B.
AU - Lekwa, Adam
AU - Kurz, Alexander
N1 - Funding Information:
Author Note The current study was implemented as part of the School System Improvement (SSI) Project, a collaboration between multiple universities and charter schools funded by the US Department of Education’s Office of Innovation and Improvement as part of the Teacher Incentive Fund program (awarded to Rutgers University-New Brunswick; #S374A120060). The positions and opinions expressed in this article are solely those of the authors.
Funding Information:
This work was supported by the US Department of Education, Office of Innovation and Improvement [#S374A120060].
Publisher Copyright:
© 2022 Taylor & Francis Group, LLC.
PY - 2022
Y1 - 2022
N2 - 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.
AB - 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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U2 - 10.1080/10627197.2022.2088494
DO - 10.1080/10627197.2022.2088494
M3 - Article
AN - SCOPUS:85132940204
SN - 1062-7197
VL - 27
SP - 269
EP - 284
JO - Educational Assessment
JF - Educational Assessment
IS - 3
ER -