Evaluating Teacher Effectiveness Using Classroom Observations: A Rasch Analysis of the Rater Effects of Principals

Autor/inn/en	Jones, Eli; Bergin, Christi
Titel	Evaluating Teacher Effectiveness Using Classroom Observations: A Rasch Analysis of the Rater Effects of Principals
Quelle	In: Educational Assessment, 24 (2019) 2, S.91-118 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, Eli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2018.1564272
Schlagwörter	Teacher Effectiveness; Classroom Observation Techniques; Item Response Theory; School Districts; Teacher Evaluation; Teaching Methods; Rating Scales; Test Validity; Test Reliability; Scores; Scoring Rubrics; Elementary Secondary Education; Principals; Elementary Schools; Secondary Schools; Teacher Administrator Relationship; Missouri + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Item-Response-Theorie; School district; Schulbezirk; Teacher appraisal; Lehrerbeurteilung; Teaching method; Lehrmethode; Unterrichtsmethode; Rating-Skala; Testvalidität; Testreliabilität; Scoring formulas; Auswertungsbogen; Principal; Schulleiter; Elementary school; Grundschule; Volksschule; Sekundarschule
Abstract	In most U.S. schools, teachers are evaluated using observation of teaching practice (OTP). This study investigates rater effects on OTP ratings among 421 principals in an authentic teacher evaluation system. Many-facet Rasch analysis (MFR) using a block of shared ratings revealed that principals generally (a) differentiated between more and less effective teachers, (b) rated their teachers with leniency (i.e., overused higher rating categories), and (c) differentiated between teaching practices (e.g., "Cognitive Engagement" vs. "Classroom Management") with minimal halo effect. Individual principals varied significantly in degree of leniency, and approximately 12% of principals exhibited severe rater bias. Implications for use of OTP ratings for evaluating teachers' effectiveness are discussed. Strengths and limitations of MFR to analyze rater effects in OTP are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01