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Making Inferences About Teacher Observation Scores Over Time.

Derek C Briggs1, Jessica L Alzen1

  • 1University of Colorado Boulder, Boulder, CO, USA.

Educational and Psychological Measurement
|July 14, 2020
PubMed
Summary
This summary is machine-generated.

To accurately measure teacher practice growth, consider the timing of observations. At least eight observations over two years are needed to reliably distinguish changes in teaching practices.

Keywords:
generalizability theorygrowth modelingreliabilityteacher observation protocol

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Area of Science:

  • Educational Measurement
  • Psychometrics
  • Teacher Professional Development

Background:

  • Teacher observation scores are frequently used to evaluate teaching practices.
  • Potential confounding factors in observations include rater, lesson, and time of year.
  • The temporal facet of measurement is often overlooked, impacting score generalizability.

Purpose of the Study:

  • To apply a generalizability theory framework to understand measurement facets in teacher observations.
  • To investigate the reliability of inferring teacher practice growth over time.
  • To determine the optimal number and spacing of observations for reliable growth measurement.

Main Methods:

  • Utilized longitudinal observation scores from the Measures of Effective Teaching project.
  • Employed a generalizability theory framework to model score variance.
  • Analyzed data based on the Danielson Framework for Teaching.

Main Results:

  • Identified time as a significant, yet often overlooked, facet in teacher observation scores.
  • Demonstrated that inferences about teacher growth are possible with longitudinal data.
  • Found that a minimum of eight observations across two years is necessary for reliable growth distinctions (reliability coefficient of .39).

Conclusions:

  • Teacher practice evaluation should account for the temporal dimension to ensure accurate growth assessment.
  • Longitudinal observation designs are crucial for understanding teacher development trajectories.
  • The study provides empirical evidence for the number of observations needed for reliable teacher growth measurement.