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Author : Ryan Todoroff
Publisher :
ISBN 13 :
Total Pages : 92 pages
Book Rating : 4.:/5 (572 download)
Download or read book Student Perceptions of Formative Teacher Evaluation written by Ryan Todoroff and published by . This book was released on 2003 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Wolfram Rollett
Publisher : Springer Nature
ISBN 13 : 3030751503
Total Pages : 274 pages
Book Rating : 4.0/5 (37 download)
Download or read book Student Feedback on Teaching in Schools written by Wolfram Rollett and published by Springer Nature. This book was released on 2021-08-12 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book provides a comprehensive and informative overview of the current state of research about student perceptions of and student feedback on teaching. After presentation of a new student feedback process model, evidence concerning the validity and reliability of student perceptions of teaching quality is discussed. This is followed by an overview of empirical research on the effects of student feedback on teachers and instruction in different contexts, as well as on factors promoting the successful implementation of feedback in schools. In summary, the findings emphasize that student perceptions of teaching quality can be a valid and reliable source of feedback for teachers. The effectiveness of student feedback on teaching is significantly related to its use in formative settings and to a positive feedback culture within schools. In addition, it is argued that the effectiveness of student feedback depends very much on the support for teachers when making use of the feedback. As this literature review impressively documents, teachers in their work - and ultimately students in their learning - can benefit substantially from student feedback on teaching in schools. “This book reviews what we know about student feedback to teachers. It is detailed and it is a pleasure to read. To have these chapters in one place – and from those most up to date with the research literature and doing the research - is a gift.” John Hattie
Author : OECD
Publisher : OECD Publishing
ISBN 13 : 9264007415
Total Pages : 284 pages
Book Rating : 4.2/5 (64 download)
Download or read book Formative Assessment Improving Learning in Secondary Classrooms written by OECD and published by OECD Publishing. This book was released on 2005-01-25 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study features a collection of eight case studies of exemplary cases from secondary schools as well as international literature reviews and policy analysis related to formative assessment.
Author : Nicole Susan Redmond
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (124 download)
Download or read book An Exploration of Teacher and Student Perceptions of Classroom Assessment written by Nicole Susan Redmond and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: My study explores a teacher's intentions for and students' perceptions of formative assessment practices enacted within the classroom. Adopting a constructivist epistemology (Merriam, 2009) to explore how interactions impact the learning environment, I use the relativist ontology (Reason, 1994) to examine how different individuals experience the same assessment interactions differently due to their unique perspectives. A qualitative case study methodology allows me to simultaneously explore varying understandings of, intentions with, reactions to, and perspectives on assessment practices in one teacher's classroom through the use of a wide range of data collection techniques. Using the story model as my framework, I offer a discussion of Ontario's current educational context in order to highlight implications for theory, make recommendations for further study, and highlight how findings from this study may be taken into consideration for further curriculum reform.
Author : Stacey Leigh Robinson
Publisher :
ISBN 13 :
Total Pages : 380 pages
Book Rating : 4.:/5 (113 download)
Download or read book Teacher Perceptions of Formative Assessments on Student Learning in K-12 Classrooms written by Stacey Leigh Robinson and published by . This book was released on 2019 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: A mixed methods design was utilized to examine teacher perceptions of formative assessments and its impact on student motivation. Teachers from 32 public schools in a southeastern school district were invited to participate in a formative assessment survey using a Likert scale to share their perceptions of their understanding and use of formative assessments in the classroom. The survey and interview items addressed teachers’ own self-efficacy values as they relate to their implementation of formative assessments and their relationship with motivating students to learn. Data analysis indicated most teachers had a strong understanding of formative assessments, but some of their responses showed they confused formative assessments with summative assessment measures. Although most of the participating teachers indicated they shared learning goals with their students, some of the data showed the learning goals were directly related to proficiency goals on state-mandated tests. Additionally, teachers who had established protocols for self-assessment practices in their classroom did not include one form of self-assessing with students actually grading their own work. Finally, even though half of the teachers interviewed stated formative assessment practices had the greatest impact on motivating their students to learn, the other half of the teachers contributed it to other factors. Based on the findings of the research study from the district data, recommendations, professional development needs, and ideas for future research needs were identified and shared in detail.
Author : Maria-Lourdes Lira G.
Publisher : LAP Lambert Academic Publishing
ISBN 13 : 9783659181436
Total Pages : 260 pages
Book Rating : 4.1/5 (814 download)
Download or read book An English Teacher's Formative Assessment Perceptions and Practices written by Maria-Lourdes Lira G. and published by LAP Lambert Academic Publishing. This book was released on 2012 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the last twenty years, assessment practices for improving student learning (i.e., self-assessment, peer assessment, feedback) in the classroom has been considered as essential (Black & Wiliam, 1998; Harlen & Winter, 2004; van de Watering & van der Rijt, 2006). In the field of second language learning, however, research in this area is quite limited. In order to address this gap, an exploratory research, based on Colby-Kelly and Turner's (2007) and Lyster and Ranta's (1997)studies has been conducted . The general objective was to understand how formative assessment is practiced in two Intermediate Oral English courses at the Universite de Montreal and to compare how these practices are perceived and performed by the teacher and the students. Three research questions were pursued: 1. What is the nature of formative assessment in a second language classroom setting? 2. Do the teacher's assessment practices reflect what she thinks about formative assessment? 3. What are the coincidences and differences between teacher's perceptions and her students' perceptions regarding the benefits of formative assessment for learning English?"
Author : Claire Wyatt-Smith
Publisher : Springer Science & Business Media
ISBN 13 : 9400759029
Total Pages : 405 pages
Book Rating : 4.4/5 (7 download)
Download or read book Designing Assessment for Quality Learning written by Claire Wyatt-Smith and published by Springer Science & Business Media. This book was released on 2014-03-10 with total page 405 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learning. These writers have worked with the teaching profession and, in so doing, have researched and generated key insights into different ways of understanding assessment and its relationship to learning. The volume contributes to the theorising of assessment in contexts characterised by heightened accountability requirements and constant change. The book’s structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpin and drive particular assessment approaches. Learning theories and practices, assessment literacies, teachers’ responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book’s structure and content. The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related. Another shared view is that the alignment of assessment with curriculum, teaching and learning is linchpin to efforts to improve both learning opportunities and outcomes for all. Essentially, the book presents new perspectives on the enabling power of assessment. In so doing, the writers recognise that validity and reliability - the traditional canons of assessment – remain foundational and therefore necessary. However, they are not of themselves sufficient for quality education. The book argues that assessment needs to be radically reconsidered in the context of unprecedented societal change. Increasingly, communities are segregating more by wealth, with clear signs of social, political, economic and environmental instability. These changes raise important issues relating to ethics and equity, taken to be core dimensions in enabling the power of assessment to contribute to quality learning for all. This book offers readers new knowledge about how assessment can be used to re/engage learners across all phases of education.
Author : Melanie K. Brink
Publisher :
ISBN 13 :
Total Pages : 264 pages
Book Rating : 4.:/5 (11 download)
Download or read book Teachers' Perceived Understanding of Formative Assessment and how this Understanding Impacts Their Own Classroom Instruction written by Melanie K. Brink and published by . This book was released on 2017 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: The key purpose of this qualitative case study was to gain an understanding of classroom teachers' perceptions of the process and impact of formative assessment on classroom instruction in a secondary school. The study was designed to obtain information about how teachers view formative assessment as part of their everyday planning and preparation, as well as sought to determine whether or not there was a correlation between teachers' perceived understanding of formative assessment and their implementation of formative assessment in the classroom. The three main research questions that guided this study were: 1) How do teachers' perceptions of their own understanding of formative assessment affect their instructional practice? 2) How do teachers' perceptions of their own understanding of formative assessment evolve over time? 3) What supports exist to help teachers implement formative assessment at the high school level? The case study focused on participants who were current 9-12 public school teachers representing mathematics, physical education, and foreign language. To triangulate the data, multiple types of data were collected from the teachers. Pre- and post-surveys, unstructured interviews, focus groups, classroom observations with participant observation notes, and logs were used to collect the data. Data was then analyzed using analysis of the pre-surveys and compared with information gained from the other data sources. Data was later analyzed using the post-survey and compared with the information from other data sources to determine individual teacher growth over time. The results from the first research question indicated that teachers understood the accountability of both teachers and students in the assessment process, but required additional support in determining how student learning becomes the basis for use of formative assessment, types of different methods used, and overall teacher competencies about formative assessment. The second research question indicated that growth occurred when professional supports were given in areas where weaknesses were identified. Initially, formative assessment was viewed by many as a means of compliance with the new teacher evaluation system. With continued professional development, teachers' acceptance of formative assessment increased as their understanding of the process dually increased. In addition, as teachers began to see growth in student achievement, their overall acceptance of formative assessment also increased. The third and final research question indicated that supports must not only be global in nature, but must also be focused on the individual. When teachers know where they are and know the target of where they want or need to be, instructional growth does occur. Supports for teacher instructional practice will vary based on identified needs, understanding of formative assessment, and the type of supports available. Recommendations for follow-up study include the use of additional focus groups, extending the formative assessment survey to include lengthening the time of the study, and a change in setting to avoid certain nuances that can occur with studying the same school district. Additionally, research should be completed on the long-term effects of personalized professional development and whether teachers continue to use formative assessment practices as they gain more extensive experience. Since this particular school was undergoing a complete system change while the study was being completed, it would be dually important to investigate a school that was not in the midst of such a change. With all the additional supports available to the teachers in this study, it is important to see if a teacher's perceived understanding of formative assessment would continue to translate into instructional practice if whole school and individual supports were not as prevalent.
Author : Madeline J. Parker
Publisher :
ISBN 13 :
Total Pages : 60 pages
Book Rating : 4.:/5 (11 download)
Download or read book Teacher Perception and Formative Assessment written by Madeline J. Parker and published by . This book was released on 2018 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: This researcher set out to analyze how teachers perceive and use formative assessment strategies. The literature review analyzed literature regarding the definition, implementation, and effects of formative assessment strategies in the classroom. It outlined the variety of formative assessment strategies that exist and the purpose that they hold in promoting academic achievement. The reviewed literature included qualitative evidence of the effect of formative assessment to increase student self-reflection and growth. Although there are ample studies around strategies that can be used to increase the quality and quantity of data gathered, there is a need for ways that teachers and students can respond to this data. The research that was conducted in this study asked participating teachers questions about the use of formative assessment strategies and how teachers respond to them. The data showed a correlation between district trainings about how teachers should use formative assessment data and actual re-teaching in the classroom. Future research on this topic should look into which strategies should pursue student data and analyze subgroups from different demographics.
Author : Dylan Wiliam
Publisher :
ISBN 13 : 9781941112298
Total Pages : 0 pages
Book Rating : 4.1/5 (122 download)
Download or read book Embedding Formative Assessment written by Dylan Wiliam and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective classroom formative assessment helps educators make minute-by-minute, day-by-day instructional decisions. This clear, practical guide for teachers centers on five key instructional strategies, along with practical formative assessment techniques for implementing each strategy in K-12 classrooms. The authors provide guidance on using the specific techniques, along with tips, cautions, and enhancements to sustain formative assessment.
Author : Kit-Ling Lena Chow
Publisher : Open Dissertation Press
ISBN 13 : 9781374730687
Total Pages : 104 pages
Book Rating : 4.7/5 (36 download)
Download or read book COMPARISON OF TEACHERS & STUDE written by Kit-Ling Lena Chow and published by Open Dissertation Press. This book was released on 2017-01-27 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "A Comparison of Teachers' and Students' Perceptions of the Purpose and Value of Assessment Within Project Work" by Kit-ling, Lena, Chow, 周潔玲, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT of thesis entitled A Comparison of Teachers' and Students' Perceptions of the Purpose and Value of Assessment within Project Work Chow Kit Ling Lena For the degree of Master of Education at the University of Hong Kong August, 2004 This study explores the perceptions of teachers and students of assessment within project work. Project work has been stipulated as a key learning task to help students develop independent learning capabilities in the current curriculum reform in Hong Kong. To support this, the reform calls for a new mode of project assessment focusing on learning process and feedback. The research objectives were to: (1) unveil and compare teachers' and students' perceptions of the purpose and value of project assessment; (2) identify factors that explained their varied perceptions of assessment; and (3) develop a grounded theory of the ways that participants' perceptions were affected. The study takes the form of an interpretative investigation of a case study using both qualitative and quantitative research methods. Data were collected from a questionnaire survey and in-depth interviews, supplemented by document analysis. Grounded theory is used to derive theory inductively from data collected. The findings reveal that both teachers and students perceived the objectives of project work as being to help students improve learning skills and develop an active and self-learning attitude, which were broadly speaking congruent with the intended official purposes. Teachers' and students' perceptions of the value of assessing project work were generally positive, although the actual improvement was not as great as teachers had expected. Their perceptions of the top four important purposes and ratings of values of assessment of project work were similar. Differences were found but the discrepancies were relatively small. Several factors such as teachers' beliefs and experience, students' abilities and attitudes, and school's assessment policy and design of project programme were identified as possible explanations of varied perceptions of teachers and students. A few issues such as the role of a teacher- advisor, lack of clarity of assessment criteria and insufficient time for progress meetings were noted as affecting participants' perceptions of the project assessment negatively. A model developed from the data is expected to provide a framework for individual teachers, project work leaders in school and education officers to consider, when designing and implementing project work and its assessment, to understand participants' perceptions at the frontline. Understanding of the factors in the model can facilitate implementation and help to avoid problems. To implement formative assessment successfully, summative assessments and beliefs of both teachers and students need to change in order to cope with the new expectations in education. School policy, teachers' understanding and interpretation of the role of assessment, and teachers' professional development are important catalysts. i DOI: 10.5353/th_b3015294 Subjects: Project method in teaching - China - Hong Kong Grading and marking (Students) - China - Hong Kong Junior high school teachers - China - Hong Kong - Attitudes Junior high school students - China - Hong Kong - Attitudes
Author : Jeremy C. Walden
Publisher :
ISBN 13 :
Total Pages : 134 pages
Book Rating : 4.:/5 (88 download)
Download or read book Teacher Perceptions of Authentic Assessments and Student Outcome Data to Inform Instruction written by Jeremy C. Walden and published by . This book was released on 2014 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined changes made within one high school's formative assessment system and shed light on the successes and frustrations that teachers experienced with an authentic assessment model. Best practices for using formative assessment data were investigated, and new assessments, which blended the authentic and Curriculum-Based Measurement (CBM) assessment models (i.e., performance-based tasks), were written and administered by participants. Following each assessment, results were compiled and organized, and teachers met in course-level groups to analyze the results and discuss implications for instruction. Nearly all teachers in the study were able to make meaning of assessment data results in terms of instructional implications, and teachers found value in participating in collaborative discussion about how to use assessment data to increase student achievement. However, drawbacks to the authentic-CBM model including increased time spent scoring student work were also discovered. Ultimately, the study concludes that the authentic-CBM assessment model is a promising assessment option for educators to consider, especially in light of significant shifts in education (i.e., Common Core and Smarter Balanced Assessments).
Author : William Hill
Publisher :
ISBN 13 :
Total Pages : 222 pages
Book Rating : 4.:/5 (92 download)
Download or read book SCHOOL PROFESSIONALS' PERCEPTIONS OF FORMATIVE ASSESSMENT AS RELATED TO STUDENT ACHIEVEMENT. written by William Hill and published by . This book was released on 2014 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined potential relationships between North Carolina school professionals' perceptions of formative assessment and district-level EOG, EOC, and AYP proficiencies. There were three primary areas of interest for the study as follows: 1. Analyze North Carolina school professionals' perceptions toward formative assessment after completing online learning modules that define formative assessment and identify formative assessment practices. 2. Use pre-existing survey data to identify potential district-level clusters based on perceptions toward formative assessment. 3. Investigate district-level clusters for potential relationships with district EOG, EOC, and AYP academic proficiencies. A literature review on formative assessment as a school improvement strategy was performed. Quantitative research methodologies were utilized to describe the perceptions of formative assessment in a sample of North Carolina school district professionals and tested for any statistically significant relationships to EOG, EOC, and AYP proficiencies. The findings provided preliminary data on the perceptions of formative assessment in North Carolina school districts. Each district was able to be statically placed in a cluster and then evaluated for relationships with student and district proficiencies. It was found that differences between clusters were statistically significant; however, the parametric statistic was extremely sensitive to the large sample size of the study. Due to the small differences and the large sample sizes, it was determined that the differences were practically insignificant. The findings indicate the lack of a dominant perception about formative assessment and may suggest North Carolina education professionals are unsure or unaware of formative assessment implementation. A major implication from the study that is relevant to state educational policymakers and school leaders is the importance of communicating a clear, coherent formative assessment implementation plan consistent with the purpose. Over time, future research studies on the perceptions of formative assessments may build a more comprehensive picture of school professionals' perceptions of formative assessment and how they affect school improvement in North Carolina. Such research could include qualitative inclusive case studies focusing on specific districts that have a cohesive perception of formative assessment. This work could also include a methodological component that quantifies the relationship between perceptions of formative assessment and student proficiencies.
Author : Pamela Sammons
Publisher : CRC Press
ISBN 13 : 9789026515491
Total Pages : 428 pages
Book Rating : 4.5/5 (154 download)
Download or read book School Effectiveness written by Pamela Sammons and published by CRC Press. This book was released on 1999-01-01 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume explores the influence of students' background on educational outcomes, ways of contextualising school performance, and current issues and developments in school effectiveness research. Also investigated is how the research contributes to understanding of school and classroom processes.
Author : Anastasiya A. Lipnevich
Publisher : Cambridge University Press
ISBN 13 : 1316843777
Total Pages : pages
Book Rating : 4.3/5 (168 download)
Download or read book The Cambridge Handbook of Instructional Feedback written by Anastasiya A. Lipnevich and published by Cambridge University Press. This book was released on 2018-11-15 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together leading scholars from around the world to provide their most influential thinking on instructional feedback. The chapters range from academic, in-depth reviews of the research on instructional feedback to a case study on how feedback altered the life-course of one author. Furthermore, it features critical subject areas - including mathematics, science, music, and even animal training - and focuses on working at various developmental levels of learners. The affective, non-cognitive aspects of feedback are also targeted; such as how learners react emotionally to receiving feedback. The exploration of the theoretical underpinnings of how feedback changes the course of instruction leads to practical advice on how to give such feedback effectively in a variety of diverse contexts. Anyone interested in researching instructional feedback, or providing it in their class or course, will discover why, when, and where instructional feedback is effective and how best to provide it.
Author : Connie M. Moss
Publisher : ASCD
ISBN 13 : 1416626727
Total Pages : 259 pages
Book Rating : 4.4/5 (166 download)
Download or read book Advancing Formative Assessment in Every Classroom written by Connie M. Moss and published by ASCD. This book was released on 2019-05-13 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: Formative assessment is one of the best ways to increase student learning and enhance teacher quality. But effective formative assessment is not part of most classrooms, largely because teachers misunderstand what it is and don't have the necessary skills to implement it. In the updated 2nd edition of this practical guide for school leaders, authors Connie M. Moss and Susan M. Brookhart define formative assessment as an active, continual process in which teachers and students work together—every day, every minute—to gather evidence of learning, always keeping in mind three guiding questions: Where am I going? Where am I now? What strategy or strategies can help me get to where I need to go? Chapters focus on the six interrelated elements of formative assessment: (1) shared learning targets and criteria for success, (2) feedback that feeds learning forward, (3) student self-assessment and peer assessment, (4) student goal setting, (5) strategic teacher questioning, and (6) student engagement in asking effective questions. Using specific examples based on their extensive work with teachers, the authors provide - Strategic talking points and conversation starters to address common misconceptions about formative assessment; - Practical classroom strategies to share with teachers that cultivate students as self-regulated, assessment-capable learners; - Ways to model the elements of formative assessment in conversations with teachers about their professional learning; - "What if" scenarios and advice for how to deal with them; and - Questions for reflection to gauge understanding and progress. As Moss and Brookhart emphasize, the goal is not to "do" formative assessment, but to embrace a major cultural change that moves away from teacher-led instruction to a partnership of intentional inquiry between student and teacher, with better teaching and learning as the outcome.
Author : Megan Rebecca Kuhfeld
Publisher :
ISBN 13 :
Total Pages : 172 pages
Book Rating : 4.:/5 (17 download)
Download or read book Multilevel Item Factor Analysis and Student Perceptions of Teacher Effectiveness written by Megan Rebecca Kuhfeld and published by . This book was released on 2016 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: Measures of teacher effectiveness have become a major research and policy issue due to the increased focus on teacher accountability during the past decade. Growing concerns about the variability in the quality of teaching and traditional approaches to measuring teacher effectiveness led to federal and state policies calling for more rigorous measures of teacher effectiveness (Kane & Cantrell, 2010; Weisberg et al., 2009). One of the increasingly used teacher effectiveness measures is student surveys of instructional practice. These surveys are now being given in grades K-12 for accountability purposes, to provide teachers with feedback to improve their teaching, and to guide professional development (Bill & Melinda Gates Foundation, 2012). Given student surveys are widely used to assess and improve teacher effectiveness, it is important to examine the reliability and validity of these measures. This dissertation focused on the secondary Tripod Survey, which is the most widely used off-the-shelf student survey instrument for use in middle and high schools (Ferguson, 2010). The Tripod survey asks students to provide feedback on teacher practices and student behavior, which are operationalized as the Tripod 7Cs framework of teacher effectiveness. The seven domains are Care, Control, Clarify, Challenge, Captivate, Confer and Consolidate (Ferguson, 2012). According to the survey developer, over 100,000 teachers have received feedback using Tripod surveys (Tripod Project, 2016). Despite this widespread use, astonishingly little has been published regarding the psychometric properties of the instrument, the reliability of subscales, or the predictive validity of the survey (Camburn, 2012). In this dissertation, I describe an innovative methodological approach for exploring the dimensionality and collecting validity evidence to support the use of the Tripod survey as a measure of teacher quality. This approach uses a multilevel extension of full-information item factor analysis models. Item factor analysis (IFA) models are widely used in educational measurement research (Wirth & Edwards, 2007), though these models have traditionally ignored the hierarchical, nested structure of educational systems and treated all individuals as independent. Multilevel IFA models enable the data to be treated in an appropriate manner, instead of reducing our inferences to a single level. However, multilevel IFA models have not yet been widely applied in educational contexts due to computational challenges associated with the dimensionality and complexity of these models. The aims of this dissertation are two-fold. First, I provide an introduction to the multilevel item factor analysis (IFA) modeling framework, and demonstrate the flexibility and efficiency of this model in various educational settings. It is essential to establish that the multilevel IFA model can be estimated under realistic data conditions prior to using this modeling technique to answer important educational policy questions regarding student surveys. Second, I use multilevel IFA models to examine the dimensionality, reliability, and validity of the Tripod student survey. More specifically, I investigate the following research questions: 1. Can I efficiently and accurately estimate multilevel IFA models in the context of educational assessment and survey data? 2. Is possible to detect sources of model misfit in multilevel IFA models using a newly developed goodness-of-fit statistic? 3. Can I use the multilevel IFA model to produce estimates of teacher practice scores that clarify the degree to which the seven dimensions of teacher practice measured by the Tripod survey simultaneously predict student learning? 4. Using data from six urban school districts collected by the Measures of Effective Teaching (MET) Project, is there validity evidence that supports the use of the Tripod survey for summative and formative teacher evaluation purposes? The findings from this dissertation contribute to methodological and substantive bodies of work. Methodologically, I demonstrate that the multilevel IFA model can be used to make reliable group-level inferences across a variety of educational contexts. Additionally, I propose a limited-information goodness-of-fit statistic for multilevel IFA models to address the current limitation of these models that there is no established consensus on how to assess the model fit. In addition, this dissertation contributes to the field of teacher evaluation by analyzing the validity of the secondary Tripod survey. This work represents the first systematic review of the psychometric and validity properties of the Tripod survey. The findings call into question whether the current practice of reporting feedback in terms of the 7Cs is warranted. In particular, the gathered evidence does not support distinguishing among the six of the 7Cs teacher practices (Care, Clarify, Consolidate, Confer, Challenge, and Captivate). Therefore, I propose combining the items from these sub-domains into a single Teacher Support scale. Both Support and Control scores are found to be related to teacher observation scores, but only teachers' level of Control is predictive of student achievement. In summary, this study provides promising evidence that the widely used Tripod survey is a useful tool for measuring two important dimensions of teacher effectiveness.
