Jose Felipe Martinez
Biographic Data
| ID | 3828969 |
|---|---|
| NAME | Jose Felipe Martinez |
| GIVEN NAMES | Jose Felipe |
| FAMILY NAME | Martinez |
| SIGNATURE | MARTÍNEZ J F |
| AFFILIATIONS | University of California, Los Angeles |
| ORCID | 0000-0003-2211-0609 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 26 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Developing Situated Measures of Science Instruction Through an Innovative Electronic Portfolio App for Mobile Devices
Adoption of new instructional standards in science demands high-quality information about classroom practice. Teacher portfolios can be used to assess instructional practice and support teacher self-reflection anchored in authentic evidence from classrooms. This study investigated a new type of electronic portfolio tool that allows efficient capture of classroom artifacts in multimedia formats using mobile devices. We assess the psychometric prop…
Making Sense of Consensus
Purpose: Educators increasingly rely on student survey data to assess classroom climate and implementation of ambitious new teaching standards. Aggregates of student survey reports have face validity as indicators of typical student experiences and can reliably distinguish among classrooms and predict valued student outcomes. Investigating within-classroom variation in addition to classroom aggregates can provide important context for interpretin…
Who’s assessing the assessment? The cautionary tale of the edTPA
In 2019, Drew H. Gitomer, Dan Battey, and José Felipe Martínez published a paper detailing apparent violations of fundamental principles and norms in the reporting of technical information about the edTPA, a widely used high-stakes assessment for teacher licensure. In this article, they describe and criticize the lack of appropriate response to these concerns by state and professional institutions. Without such institutions providing guardrails t…
Assessing the Assessment
The Educative Teacher Performance Assessment (edTPA) is a system of standardized portfolio assessments of teaching performance mandated for use by educator preparation programs in 18 states, and approved in 21 others, as part of initial certification for preservice teachers. Because of the high stakes involved for examinees, it is critical that the scores produced and resulting decisions are meaningful and meet robust standards of validity and te…
Using multiple measures of teaching quality to strengthen teacher preparation
We argue that teacher preparation programs considering approaches to assess teaching quality should choose measures that appropriately represent the complexity of teaching, have formative value in supporting teacher candidates develop as highly qualified teachers and consider the context, mission, and people that the program desires to serve. The authors are part of a research team working with an urban teacher residency program housed in a unive…
Measuring Teaching Quality of Secondary Mathematics and Science Residents
This study assesses the reliability of two observation rubrics, one in math and the other in science, and documents how the rubric data were used to inform a teacher education program. Classroom observations are typically considered essential for assessing teaching practice, yet many popular observation frameworks, while comprehensive in aim, do not appropriately capture key features of teaching valued by teacher education programs. Many of these…
Measuring Effective Teacher-Student Interactions From a Student Perspective
This study applies multi-level analysis to student reports of effective teacher-student interactions in 50 upper elementary school classrooms ( N = 594 fourth- and fifth-grade students). Observational studies suggest that teacher-student interactions fall into three domains: Emotional Support, Classroom Organization, and Instructional Support. Results of multi-level confirmatory factor analyses indicated that a three-factor model fits between- an…
Measuring Effective Teacher-Student Interactions From a Student Perspective
This study applies multi-level analysis to student reports of effective teacher-student interactions in 50 upper elementary school classrooms ( N = 594 fourth- and fifth-grade students). Observational studies suggest that teacher-student interactions fall into three domains: Emotional Support, Classroom Organization, and Instructional Support. Results of multi-level confirmatory factor analyses indicated that a three-factor model fits between- an…
Assessing the Assessment
The Educative Teacher Performance Assessment (edTPA) is a system of standardized portfolio assessments of teaching performance mandated for use by educator preparation programs in 18 states, and approved in 21 others, as part of initial certification for preservice teachers. Because of the high stakes involved for examinees, it is critical that the scores produced and resulting decisions are meaningful and meet robust standards of validity and te…
Measuring Teaching Quality of Secondary Mathematics and Science Residents
This study assesses the reliability of two observation rubrics, one in math and the other in science, and documents how the rubric data were used to inform a teacher education program. Classroom observations are typically considered essential for assessing teaching practice, yet many popular observation frameworks, while comprehensive in aim, do not appropriately capture key features of teaching valued by teacher education programs. Many of these…
Making Sense of Consensus
Purpose: Educators increasingly rely on student survey data to assess classroom climate and implementation of ambitious new teaching standards. Aggregates of student survey reports have face validity as indicators of typical student experiences and can reliably distinguish among classrooms and predict valued student outcomes. Investigating within-classroom variation in addition to classroom aggregates can provide important context for interpretin…
Measuring Effective Teacher-Student Interactions From a Student Perspective
This study applies multi-level analysis to student reports of effective teacher-student interactions in 50 upper elementary school classrooms ( N = 594 fourth- and fifth-grade students). Observational studies suggest that teacher-student interactions fall into three domains: Emotional Support, Classroom Organization, and Instructional Support. Results of multi-level confirmatory factor analyses indicated that a three-factor model fits between- an…
Measuring Teaching Quality of Secondary Mathematics and Science Residents
This study assesses the reliability of two observation rubrics, one in math and the other in science, and documents how the rubric data were used to inform a teacher education program. Classroom observations are typically considered essential for assessing teaching practice, yet many popular observation frameworks, while comprehensive in aim, do not appropriately capture key features of teaching valued by teacher education programs. Many of these…
Using multiple measures of teaching quality to strengthen teacher preparation
We argue that teacher preparation programs considering approaches to assess teaching quality should choose measures that appropriately represent the complexity of teaching, have formative value in supporting teacher candidates develop as highly qualified teachers and consider the context, mission, and people that the program desires to serve. The authors are part of a research team working with an urban teacher residency program housed in a unive…
Who’s assessing the assessment? The cautionary tale of the edTPA
In 2019, Drew H. Gitomer, Dan Battey, and José Felipe Martínez published a paper detailing apparent violations of fundamental principles and norms in the reporting of technical information about the edTPA, a widely used high-stakes assessment for teacher licensure. In this article, they describe and criticize the lack of appropriate response to these concerns by state and professional institutions. Without such institutions providing guardrails t…
Assessing the Assessment
The Educative Teacher Performance Assessment (edTPA) is a system of standardized portfolio assessments of teaching performance mandated for use by educator preparation programs in 18 states, and approved in 21 others, as part of initial certification for preservice teachers. Because of the high stakes involved for examinees, it is critical that the scores produced and resulting decisions are meaningful and meet robust standards of validity and te…
Developing Situated Measures of Science Instruction Through an Innovative Electronic Portfolio App for Mobile Devices
Adoption of new instructional standards in science demands high-quality information about classroom practice. Teacher portfolios can be used to assess instructional practice and support teacher self-reflection anchored in authentic evidence from classrooms. This study investigated a new type of electronic portfolio tool that allows efficient capture of classroom artifacts in multimedia formats using mobile devices. We assess the psychometric prop…
Making Sense of Consensus
Purpose: Educators increasingly rely on student survey data to assess classroom climate and implementation of ambitious new teaching standards. Aggregates of student survey reports have face validity as indicators of typical student experiences and can reliably distinguish among classrooms and predict valued student outcomes. Investigating within-classroom variation in addition to classroom aggregates can provide important context for interpretin…
Psychology (7 works) · Mathematics education (6 works) · Computer Science (5 works) · Pedagogy (4 works) · Political science (4 works) · Teacher education (4 works) · Teacher Education and Leadership Studies (4 works) · Formative assessment (3 works) · Accountability (2 works) · Educational assessment (2 works)