Use of observational measures to predict student achievement

Linda A. Reddy, Anh Hua, Christopher M. Dudek, Ryan J. Kettler, Adam Lekwa, I. Arnold-Berkovits, K. Crouse

Research output: Contribution to journalArticlepeer-review

10 Scopus citations


This study examined the incremental validity of two observational assessments of teacher practice, the Classroom Strategies Assessment System - Observer Form (CSAS-O) and the Danielson Framework for Teaching (FFT), in relation to student achievement on the Partnership for Assessment of Readiness for College and Career (PARCC) mathematics and English/Language Arts (ELA) tests. Participants included 51 teachers and 487 fourth through eighth grade students from four high-poverty charter schools. Results revealed small to medium correlations between teachers’ practices and students’ academic growth. Using a series of two-level multilevel models, results indicated that including a second observation measure can improve the model's ability to predict students’ growth. In particular, adding FFT Total to CSAS-O Total scores significantly increased the variance explained in students’ growth in ELA. Similarly, adding the CSAS-O Total scores to the FFT Total significantly increased the variance explained in students’ growth in mathematics. Implications of the findings in relation to educational practices are discussed.

Original languageEnglish (US)
Pages (from-to)197-208
Number of pages12
JournalStudies in Educational Evaluation
StatePublished - Sep 2019

All Science Journal Classification (ASJC) codes

  • Education


  • Classroom observations
  • Measurement
  • Student achievement
  • Teach evaluation


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