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Trends in Classroom Observation Scores.

Jodi M Casabianca1, J R Lockwood2, Daniel F McCaffrey2

  • 1The University of Texas at Austin, Austin, TX, USA.

Educational and Psychological Measurement
|May 26, 2018
PubMed
Summary
This summary is machine-generated.

Classroom observation ratings show minimal trends in teaching quality but significant rater drift. Rater variability increased over time, impacting study designs and inferences about teaching effectiveness.

Keywords:
B-splinesClassroom Assessment Scoring System–Secondary (CLASS-S)classroom assessmentgeneralizability theoryrater driftscoring trendteaching quality

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Area of Science:

  • Educational psychology
  • Measurement and assessment

Background:

  • Classroom observation data are prone to trends in teaching quality and rater behavior.
  • These trends can affect research findings and study designs.

Purpose of the Study:

  • To analyze changes in teaching quality and rater severity over time using Classroom Assessment Scoring System-Secondary (CLASS-S) data.
  • To develop an augmented G study model for analyzing variability in longitudinal classroom observation ratings.

Main Methods:

  • Utilized CLASS-S scores from 458 middle school teachers over 2 years.
  • Developed and applied an augmented G study model to estimate trends and rater effects.
  • Decomposed variance to assess the contribution of different sources to score variability.

Main Results:

  • Teaching quality trends were minimal.
  • Rater drift was substantial, especially early in the observation period, and persisted.
  • Rater variability increased over the 2-year study, rather than converging.

Conclusions:

  • Rater behavior, particularly drift and increasing variability, is a significant factor in longitudinal classroom observation studies.
  • Findings have implications for designing studies and interpreting data from repeated classroom observations.
  • The augmented G study model provides a robust framework for analyzing such data.