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Discrepancies Between Students And Teachers Ratings Of Instructional Practice A Way To Measure Classroom Intuneness And Evaluate Teaching Quality
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Book Synopsis Discrepancies Between Students' and Teachers' Ratings of Instructional Practice: A Way to Measure Classroom Intuneness and Evaluate Teaching Quality by : Daniel Milo Dockterman
Download or read book Discrepancies Between Students' and Teachers' Ratings of Instructional Practice: A Way to Measure Classroom Intuneness and Evaluate Teaching Quality written by Daniel Milo Dockterman and published by . This book was released on 2017 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student surveys have gained prominence in recent years as a way to give students a voice in their learning process, and teacher self-reports have always been an effective instrument for revealing the planning, intentions, and expectations behind a given lesson. Though student and teacher surveys are widely used, extant research in education has primarily treated these ratings as separate sources of evidence. Little research in education has directly compared student and teacher reports or examined the potential predictive quality of teacher-student perceptual discrepancy. However, inconsistencies or "discrepancies" in perceptions across constructs has a rich history in organizational psychology and psychopathology. Using similarly-worded student and teacher survey items from the Quality Assessment in Science (QAS) Surveys, this dissertation explores whether the degree and direction of perceptional congruence may be revealing of instructional practice and teaching quality. Two principal research topics were investigated: 1) What are the various methods one can use to measure discrepancy between student and teacher ratings within classrooms? 2) How do these different methods of examining discrepancy between student and teacher ratings perform for different purposes? The first research question was investigated within classrooms, principally by computing "unstandardized differences in means" measuring perceptual discrepancy between students and teachers. These unstandardized differences in means were used in conjunction with other scoring measures and plots of student and teacher item responses to investigate whether perceptual discrepancy is greater for some classes and some instructional practices. The second research question was investigated by comparing how the discrepancy rankings of classrooms and instructional practices changed depending on the employed method of discrepancy. Teaching is complex and, consequently, as many measures as possible should be used to capture its multidimensionality. Considering the views of students in tandem with the views of their teachers may allow teaching quality to be examined through a wider lens. That is, perceptual discrepancies may act as a barometer for the synchronous relationship or "intuneness" between students and teachers. The results of this dissertation suggest analyzing student and teacher perceptions together can help researchers better understand and differentiate quality practice, thereby providing constructive feedback to teachers.
Book Synopsis Measure for Measure by : Pam Grossman
Download or read book Measure for Measure written by Pam Grossman and published by . This book was released on 2010 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: Even as research has begun to document that teachers matter, there is less certainty about what attributes of teachers make the most difference in raising student achievement. Numerous studies have estimated the relationship between teachers' characteristics, such as work experience and academic performance, and their value-added to student achievement; but, few have explored whether instructional practices predict student test score gains. In this study, we ask what classroom practices, if any, differentiate teachers with high impact on student achievement in middle school English Language Arts from those with lower impact. In so doing, the study also explores to what extent value-added measures signal differences in instructional quality. Even with the small sample used in our analysis, we find consistent evidence that high value-added teachers have a different profile of instructional practices than do low value-added teachers. Teachers in the fourth (top) quartile according to value-added scores score higher than second-quartile teachers on all 16 elements of instruction that we measured, and the differences are statistically significant for a subset of practices including explicit strategy instruction -- National Bureau of Economic Research web site.
Book Synopsis Multilevel Factor Analysis and Student Ratings of Instructional Practice by : Jonathan David Schweig
Download or read book Multilevel Factor Analysis and Student Ratings of Instructional Practice written by Jonathan David Schweig and published by . This book was released on 2014 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student surveys of classroom climate can provide teachers and researchers with valuable information about instruction. These surveys are becoming a critical component in policy efforts to assess and improve teaching. Advocates note that students are natural observers of their classroom environments, have extensive and rich knowledge of their teachers, and that student ratings of teacher practice can be predictive of important outcomes, such as student academic and socio-emotional development. Inferences about a teacher's instructional practice are often based on aggregated student survey responses, and a key step in assessing the appropriate uses of the information collected from student surveys is to understand the dimensions of classroom climate or instructional practice that are discernible when looking at student responses aggregated by classroom. This dissertation proposes a new approach for exploring the dimensionality of aggregated student ratings. This approach also has the potential to provide validity evidence supporting the use of student surveys as measures of instructional practice in both formative and summative evaluation. Specifically, this dissertation applies a non-parametric cluster bootstrap technique to a multilevel covariance structure analysis framework that allows researchers to evaluate and investigate psychometric models when data is collected from students and teachers are the objects of measurement. This approach is extended to applications where teachers are clustered within schools. The cluster bootstrap technique is demonstrated on a realistic dataset to illustrate how the methods may be used to investigate the dimensions of teacher professional practice that are discernible on a state-wide student survey of instructional practice. The results of this dissertation demonstrate that the proposed cluster bootstrap technique can be used in conjunction with maximum likelihood estimation to yield accurate parameter estimates, and that for sufficiently large sample sizes, test statistics and standard errors based on the cluster bootstrap technique will yield valid inferences about the psychometric properties of aggregated survey responses.
Book Synopsis Student Ratings of Instruction by : Michael Theall
Download or read book Student Ratings of Instruction written by Michael Theall and published by . This book was released on 1990 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparison of Classification Issues Across Teacher Effectiveness Measures by : Jon Brasfield
Download or read book A Comparison of Classification Issues Across Teacher Effectiveness Measures written by Jon Brasfield and published by . This book was released on 2014 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: "In an educational landscape where teacher evaluation methods are increasingly discussed and scrutinized in research offices, legislatures, and school buildings, the differences in policy and instrumentation among states and school districts can paint a confusing picture of these varying methods and their impacts. To help assess the picture in North Carolina, this project examined teacher effectiveness data on 147 teachers from 16 schools in a large urban school district. Three measures of teacher effectiveness (a value-added measure of student growth, a third-party observation score, and state-mandated principal evaluations) were examined with a particular focus on how teachers were classified via the different methods. The first research question examined the similarities and differences in classification across the measures. Correlational and cross-tabular results suggested that the value-added measure and the third-party observational measure were not independent. It was also found that principal ratings do little to differentiate between teachers. The second question examined the relationships of the variables that determine teacher pay with the effectiveness measures. It was found that no substantive relationships exist, suggesting that the teacher evaluation measures in this sample do not exhibit bias based on experience, advanced degrees, or National Board status. The third question examined relationships between overall school effectiveness measures and school demographic variables. The third-party observation measure tended to be moderately associated with school-level demographics, a finding which may call into question the ability to compare teachers across schools."--Abstract from author supplied metadata.
Book Synopsis Discrepancy Between Teacher and Student Evaluation of Instruction by : Man-Tung Charles Law
Download or read book Discrepancy Between Teacher and Student Evaluation of Instruction written by Man-Tung Charles Law and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Do Highly Qualified Teachers Use More Effective Instructional Practices Than Other Teachers by : So Jung Park
Download or read book Do Highly Qualified Teachers Use More Effective Instructional Practices Than Other Teachers written by So Jung Park and published by . This book was released on 2013 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2002, the No Child Left Behind Act (NCLB) called for "highly qualified" teachers in every classroom in order to increase student outcome and provide equitable learning opportunities to all students including poor and minority students. content and pedagogical knowledge before they come into the classrooms. However, research evidence suggests that the relationship between teachers' background characteristics and student achievement is still tenuous and mixed (Darling-Hammond and Youngs, 2002). Moreover, it is hard to interpret these mixed results because the mechanism by which teacher qualifications influence student achievement remains unknown. In spite of much research on the relationship between instructional practices and student outcome, not many of them consider instructional practices as a mediator between teacher background characteristics and student achievement. Using structural equation modeling (SEM) and the National Center for Educational Statistics's Early Childhood Longitudinal Study-Kindergarten Cohort of 1998-1999 (ECLS-K), the author examined direct and indirect effects of teacher background characteristics on student achievement. Indirect effect is used to describe the teacher's effects on student achievement mediated by various instructional practices. Assuming that teachers acquire the content and pedagogical knowledge from prior educational or teaching experiences, the indirect effect can show how the "knowledge" of what to teach and how to teach is connected to the "practices" of what to teach and how to teach. With this approach, the total effects of teacher quality on student achievement would be substantially less obscure. Three tables and one figure are appended.
Book Synopsis Noninvariant Measurement in Rater-Mediated Assessments of Teaching Quality by : Ben Kelcey
Download or read book Noninvariant Measurement in Rater-Mediated Assessments of Teaching Quality written by Ben Kelcey and published by . This book was released on 2014 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: Valid and reliable measurement of teaching is essential to evaluating and improving teacher effectiveness and advancing large-scale policy-relevant research in education (Raudenbush & Sadoff, 2008). One increasingly common component of teaching evaluations is the direct observation of teachers in their classrooms. Classroom observations have been long viewed as a promising way to evaluate and develop teachers because they anchor assessments in specific and observable criteria (Gitomer, 2009). Despite the potential of classroom observations to identify strengths and address specific weaknesses in teachers' practices, a significant problem with observed teaching scores is that they confound construct-irrelevant variation with persistent teaching quality (i.e., observed scores are not independent of the characteristics of a specific observation). In observational assessments of teaching, one key source of construct-irrelevant variation is the differences among raters. Research has shown that even after extensive training there are important differences in how raters interpret evidence and that these differences potentially introduce variability in the structure of the scale established by the guiding rubric/instrument (e.g., Eckes, 2009; Hill, Charlambous, & Kraft, 2012; Engelhard, 2002). The focus of this study was to develop and investigate a set of psychometric methods that accommodate, as best as possible, measurement noninvariance among raters. To estimate persistent teaching quality using rater-mediated classroom observations, a cross-classified multilevel random item effects graded response model was developed. Because instruments have different visions of teaching quality and use different systems and sets of competencies to operationalize these theories, instruments may vary in their sensitivity to rater effects. Instruments that are less sensitive to rater differences may reduce the value of the proposed method. Evidence from this study suggests the promise of random item effect models to address measurement non-invariance in rater-mediated assessments. However, there is a question of whether random item effects and the associated approximate measurement invariance can adequately compensate for differences in the scales raters use. Tables are appended.
Book Synopsis An Evaluation of Bias in Three Measures of Teacher Quality by : Andrew Bacher-Hicks
Download or read book An Evaluation of Bias in Three Measures of Teacher Quality written by Andrew Bacher-Hicks and published by . This book was released on 2017 with total page 47 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are three primary measures of teaching performance: student test-based measures (i.e., value added), classroom observations, and student surveys. Although all three types of measures could be biased by unmeasured traits of the students in teachers' classrooms, prior research has largely focused on the validity of value-added measures. We conduct an experiment involving 66 mathematics teachers in four school districts and test the validity of all three types of measures. Specifically, we test whether a teacher's performance on each measure under naturally occurring (i.e., non-experimental) settings predicts performance following random assignment of that teacher to a class of students. Combining our results with those from two previous experiments, we provide further evidence that value-added measures are unbiased predictors of teacher performance. In addition, we provide the first evidence that classroom observation scores are unbiased predictors of teacher performance on a rubric measuring the quality of mathematics instruction. Unfortunately, we lack the statistical power to reach any similar conclusions regarding the predictive validity of a teacher's student survey responses.
Book Synopsis Educational Quality by : Daniel V. McCallum
Download or read book Educational Quality written by Daniel V. McCallum and published by . This book was released on 1985 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Measuring Reading Comprehension and Mathematics Instruction in Urban Middle Schools by : Lauren B. Resnick
Download or read book Measuring Reading Comprehension and Mathematics Instruction in Urban Middle Schools written by Lauren B. Resnick and published by . This book was released on 2006 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Measures of Teacher Quality and Student Achievement by : H. Alix Gallagher
Download or read book The Relationship Between Measures of Teacher Quality and Student Achievement written by H. Alix Gallagher and published by . This book was released on 2002 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Can Teachers Be Evaluated by Their Students' Test Scores? by : Sean P. Corcoran
Download or read book Can Teachers Be Evaluated by Their Students' Test Scores? written by Sean P. Corcoran and published by . This book was released on 2010 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Value-added" measures of teacher effectiveness are the centerpiece of a national movement to evaluate, promote, compensate, and dismiss teachers based in part on their students' test results. Federal, state, and local policy-makers have embraced these measures in recent years as a means to objectively quantify teacher quality and to identify, reward, and retain teachers with a demonstrated record of success. Few can deny the intuitive appeal of value-added assessment: if a statistical model can isolate a teacher's unique effect on achievement, the possibilities seem endless. Teacher quality is an immensely important resource, and research has found that teachers can and do vary widely in their effectiveness (e.g., Kane, Rockoff & Staiger 2008). Common measures of teacher qualifications, such as experience and college selectivity, typically provide minimal information about individual teachers' effectiveness. Value-added holds out the promise that the elusive concept of "teacher quality" can be objectively and precisely measured. However, these tools have limitations and shortcomings that are not always apparent to interested stakeholders--including teachers, principals, and policy-makers--or even to value-added advocates. In the report this executive summary is based on, the author provides an introduction to these new measures of teaching effectiveness; describes prominent value-added systems currently in use in New York City and Houston; assesses the potential for value-added measurement to improve student outcomes, using these programs as empirical case studies; and outlines some important challenges facing their implementation in practice. This executive summary summarizes these concepts and findings. [For the full report, "Can Teachers Be Evaluated by Their Students' Test Scores? Should They Be? The Use of Value-Added Measures of Teacher Effectiveness in Policy and Practice. Education Policy for Action Series," see ED522163.].
Book Synopsis Teacher Evaluation by : Erin Alexander
Download or read book Teacher Evaluation written by Erin Alexander and published by . This book was released on 2016 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Performance Evaluation Reform Act established new policies for teacher evaluation ratings, the inclusion of student growth, the acquisition of tenure, and the dismissal process in Illinois. As a result, standards-based performance ratings and student achievement are factored into summative evaluation ratings. The purpose of this study is to determine the relationship between performance evaluation ratings and student achievement to contribute to the current body of research. Participants in the study were drawn from a sample population of fifth grade students (n=317) and teachers (n=19) in elementary schools (n=7) from a school district located in a western suburb of the Chicago metropolitan area. Student achievement was measured by the 2015-2016 Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) assessment in math and reading. The performance evaluation ratings in this study were based on the Framework for Teaching, designed by Charlotte Danielson. Archived data from the 2015-2016 school year was collected from the assistant superintendent and an online database. A Pearson correlation test was conducted to analyze the strength of the relationship between performance evaluation ratings and student achievement in math and reading. The analysis did not provide evidence of a significant relationship between performance evaluation ratings and math or reading. Recommendations for future research include replicating this study with other grade levels, subject areas, and school districts to determine generalizations to other settings.
Book Synopsis The Relationship Between Teachers' Instructional Practices, Professional Development, and Student Achievement by : Denise M. Hoge
Download or read book The Relationship Between Teachers' Instructional Practices, Professional Development, and Student Achievement written by Denise M. Hoge and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The power of an effective teacher has been recognized for years. The teacher in the classroom has the greatest influence on student learning and achievement. This basic premise has been forced to the forefront of educational debate because the measurement of student learning and achievement is tied to state, national, and international assessments and American students are not at the top. If students are not performing well, then teachers must be responsible. The purpose of this study was to analyze how teacher instructional practices and teacher involvement in professional development are related to student achievement on the Nebraska State Accountability Mathematics Test (NeSA-M) during 2014. This study examined the variable of student achievement related to the variables of teacher practices in instuction and professional development. There were statistically significant relationships between teacher instructional practices and student achievement on the NeSA-M. Five instructional practices were statistically significant when examining student achievement. The results showed only two indicators, expanding mathematics practice for enrichment on a computer and setting different goals for individual students, had a positive impact on student achievement. Three other instructional practices showed a negative impact of NeSA-M test scores. The variable of professional development was analyzed for both topics and format. None of the professional development topics showed a statistically significant impact on student achievement on the NeSA-M test. Three of the indicators in professional development formats was statistically significant and only one of these, consulting with a subject specialist, had a positive relationship with student achievement. This study suggests that a carefully aligned curriculum must be implemented with fidelity to expect teachers to have a positive impact on student achievement. This study further suggests that different instructional practices can help students to achieve in mathematics. This study suggests that professional development has the potential to positively impact student achievement, but close supervision of the implementation of newly learned skills may be necessary to receive the greatest benefit.
Book Synopsis A Comparison of Three Modes of Student Ratings of Teacher Performance by : Larry S. Rice
Download or read book A Comparison of Three Modes of Student Ratings of Teacher Performance written by Larry S. Rice and published by . This book was released on 2005 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the primary means of evaluating teaching effectiveness in higher education is through the use of end-of-term student ratings of teacher performance. A number of universities have begun experimenting with replacing the traditional paper and pencil rating forms with on-line forms. Because student ratings often play a key role in personnel decisions, a study was conducted to evaluate the comparability of two methods of on-line rating with traditional paper-and-pencil ratings. A total of 53 students enrolled in one section of a course taught by a single instructor were randomly assigned to one of three conditions. One group completed traditional paper forms. The second group completed on-line forms as a class in a computer lab. The third group completed on-line forms independently. The primary difference in outcomes suggested by the data was not between paper-and-pencil and online groups, but rather between the groups that completed the ratings in whole-class vs. independent contexts. (Contains 2 charts.).
Book Synopsis Student Learning, Student Achievement: How Do Teachers Measure Up? by : National Board for Professional Teaching Standards
Download or read book Student Learning, Student Achievement: How Do Teachers Measure Up? written by National Board for Professional Teaching Standards and published by . This book was released on 2011 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Board for Professional Teaching Standards (NBPTS) welcomes the efforts of federal, state, and local policymakers to find new ways to ensure an accomplished teacher for every student in America. The National Board has advanced this mission since its inception in 1987. Today, that mission is carried out by the tens of thousands of National Board Certified Teachers (NBCTs) nationwide--each of whom completed the National Board's rigorous assessment process to demonstrate his or her competence in their teaching field. To further everyone's understanding of how teachers are assessed in a new era of school improvement, NBPTS extended an invitation to several leaders in education evaluation, research, and policy. NBPTS asked them to participate in a series of conversations, share their collective knowledge, and then recommend how the National Board can strengthen its own work in this area while also continuing to be a leading source of information for the field. The result of this important and thoughtful work is summarized in this white paper. This paper also includes several compelling recommendations that the National Board will consider in its future work. Appendices include: (1) Summary Table of State Testing in Elementary and Middle School; (2) Alternative Measures Currently Used in Teacher Evaluation; (3) Experimental Instruments to Assess Teaching Practice; (4) Summary of Underlying Skills and Their Demonstration in the Western Oregon University Teacher Work Sample Methodology; (5) Teaching Practices Deemed Crucial to Producing Learning in P-12 Students by the Renaissance Teacher Work Sample Methodology; and (6) Denver Pro-Comp Program Checklist for Developing Student Learning Objectives Table of Contents. [For "Student Learning, Student Achievement: How Do Teachers Measure up? Executive Summary", see ED517573.].
