Converging on quality: Examining multiple measures of teaching effectiveness

Lia E. Sandilos, Wesley A. Sims, Kate E. Norwalk, Linda A. Reddy

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)10-28
Number of pages19
JournalJournal of School Psychology
Volume74
DOIs
StatePublished - Jun 2019

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Keywords

  • Classroom assessment
  • Student achievement
  • Teacher evaluation

Fingerprint

Dive into the research topics of 'Converging on quality: Examining multiple measures of teaching effectiveness'. Together they form a unique fingerprint.

Cite this