TY - JOUR
T1 - Converging on quality
T2 - Examining multiple measures of teaching effectiveness
AU - Sandilos, Lia E.
AU - Sims, Wesley A.
AU - Norwalk, Kate E.
AU - Reddy, Linda A.
N1 - Funding Information:
The current study used data from the second year (2010−2011) of the MET project, a large-scale observational study of classroom instruction funded by the Bill and Melinda Gates Foundation . Participants in this study included fourth- through eighth-grade teachers from five large districts across the United States. Secondary teachers were almost exclusively content-area specialists (i.e., teacher who only taught mathematics or ELA, but not both). The elementary sample included a mix of teachers who taught in departmentalized instructional settings (i.e., teachers assigned to instruct in specific content areas) and teachers who taught multiple content areas (referred to as “specialists” and “generalists” in the MET Project, respectively; White & Rowan, 2013 ). To maintain consistency and independence across samples, this study analyzed data from specialist teachers across elementary and secondary grades. Additionally, the samples are also limited to elementary and secondary teachers who have video observation data because only a subset of teachers participating in the MET Project consented to have their video data analyzed ( White & Rowan, 2013 ).
Publisher Copyright:
© 2019 Society for the Study of School Psychology
PY - 2019/6
Y1 - 2019/6
N2 - The present study explores the convergent and predictive validity for several widely used measures of teaching quality from the Measures of Effective Teaching Project (Bill and Melinda Gates Foundation, 2009-2011). Specifically, the Classroom Assessment Scoring System (CLASS; Pianta, Hamre, & Mintz, 2012), the Framework for Teaching (FFT; Danielson Group, 2013), and the Tripod Student Perceptions Scale (Tripod; Ferguson, 2008) were examined. Correlations among measures were assessed by developmental level and content area (elementary mathematics N = 70; elementary English language arts N = 101; middle school mathematics N = 291, middle school English language arts N = 280). Both average scores and score variability (i.e., coefficient of variation) for the CLASS, FFT, and Tripod were used to predict value-added models (VAM), a high-stakes measure of students' academic growth. For elementary mathematics and ELA, findings indicated the CLASS and FFT exhibited moderate convergent validity while divergent validity was found between the Tripod and the CLASS and FFT. Across content areas in middle school grades, the CLASS, FFT, and Tripod exhibited moderate to high-moderate convergent validity. Average student and observer scores were positively related to VAM scores, whereas variability in scores demonstrated negative relations to VAM scores. Implications of findings for teacher evaluation and professional development are discussed.
AB - The present study explores the convergent and predictive validity for several widely used measures of teaching quality from the Measures of Effective Teaching Project (Bill and Melinda Gates Foundation, 2009-2011). Specifically, the Classroom Assessment Scoring System (CLASS; Pianta, Hamre, & Mintz, 2012), the Framework for Teaching (FFT; Danielson Group, 2013), and the Tripod Student Perceptions Scale (Tripod; Ferguson, 2008) were examined. Correlations among measures were assessed by developmental level and content area (elementary mathematics N = 70; elementary English language arts N = 101; middle school mathematics N = 291, middle school English language arts N = 280). Both average scores and score variability (i.e., coefficient of variation) for the CLASS, FFT, and Tripod were used to predict value-added models (VAM), a high-stakes measure of students' academic growth. For elementary mathematics and ELA, findings indicated the CLASS and FFT exhibited moderate convergent validity while divergent validity was found between the Tripod and the CLASS and FFT. Across content areas in middle school grades, the CLASS, FFT, and Tripod exhibited moderate to high-moderate convergent validity. Average student and observer scores were positively related to VAM scores, whereas variability in scores demonstrated negative relations to VAM scores. Implications of findings for teacher evaluation and professional development are discussed.
KW - Classroom assessment
KW - Student achievement
KW - Teacher evaluation
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U2 - 10.1016/j.jsp.2019.05.004
DO - 10.1016/j.jsp.2019.05.004
M3 - Article
C2 - 31213228
AN - SCOPUS:85065776971
SN - 0022-4405
VL - 74
SP - 10
EP - 28
JO - Journal of School Psychology
JF - Journal of School Psychology
ER -