The Test Matters
The Relationship Between Classroom Observation Scores and Teacher Value Added on Multiple Types of Assessment
Bibliographic Data
| ID | 9734405 |
|---|---|
| Authors | Pam Grossman (Stanford University, Stanford, CA, corresponding author), Julie Cohen (0000-0001-6794-7993, University of Virginia, Charlottesville, Va), Matthew Ronfeldt (0000-0003-1702-1812, University of Michigan, Ann Arbor, MI), Lindsay Brown (0000-0002-2790-5112, Stanford University, Stanford, CA) |
| Year | 2014 |
| Volume | 43 |
| Issue | 6 |
| Pages | 293-303 |
| Publication date | 2014-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x14544542 |
| OpenAlex | W2133352432 |
| Language | EN |
| Citations received | 45 |
| References cited | 28 |
In this study, we examined how the relationships between one observation protocol, the Protocol for Language Arts Teaching Observation (PLATO), and value-added measures shift when different tests are used to assess student achievement. Using data from the Measures of Effective Teaching Project, we found that PLATO was more strongly related to the Stanford Achievement Test (SAT-9), the alternative assessment used by MET to assess more ambitious outcomes. We also found that the SAT-9 is more instructionally sensitive to the PLATO factor of Cognitive and Disciplinary Demand than the state tests used in MET study. This difference suggests that PLATO factors designed specifically to identify ambitious instructional practices are especially sensitive to which test is used to construct value-added scores
Academic achievement · Achievement test · Cognition · Construct (python library · Discipline · Language arts · Mathematics education · Protocol (science · Social science · Sociology · Standardized test · Statistics · Test (biology · Value (mathematics · Computer Science · Evaluation of Teaching Practices · Mathematics · Psychology · School Choice and Performance · Student Assessment and Feedback
Evaluating the validity evidence surrounding use of value-added models to evaluate teachers
Principal evaluation in the United States
A Vicious Cycle
Qualities of classroom observation systems
Validating automated assessments of teaching effectiveness using multimodal data
Using global observation protocols to inform research on teaching effectiveness and school improvement
How has teaching effectiveness been conceptualized? Questioning the consistency between definition and measure
The sizzle and fizzle of teacher evaluation in the United States and the selective use of research evidence
Observing Instructional Practice
Quality of teaching and learning
The Challenge of Measuring Instructional Coach Effectiveness
The Change We Cannot See
Do all students benefit equally from the supply and use of cognitively activating teaching? Introducing students’ cognitive processing skills into the equation
Value-Added Model (VAM) Scholars on Using VAMs for Teacher Evaluation After the Passage of the Every Student Succeeds Act
School-to-School Differences in Instructional Practice
The Cares classroom observation tool
Accounting for learning environments in academic screening
Development and validation of an observation protocol for measuring science teachers' modeling‐based teaching performance
Measuring Text-Focused Reading Instruction
Shifting Teacher Evaluation Systems to Community Answerability Systems
Engagement, achievement, and teacher classroom practices in mathematics
Working more collaboratively to better understand teaching and its quality
What About the “Instruction” in Instructional Sensitivity? Raising a Validity Issue in Research on Instructional Sensitivity
Methodological Concerns About the Education Value-Added Assessment System (Evaas)
The impact of specialised content courses on student teaching in a Norwegian teacher education programme
Quality of the stated purpose and the use of feedback in Icelandic lower-secondary classrooms results from a video study
Practices that cross disciplines
Teacher feedback on procedural skills, conceptual understanding, and mathematical practices
The development of ambitious instruction
Three types of subject-specificity. Exploring differences in the measurement of teaching quality across Norwegian mathematics and language arts classrooms
The impact of observable and perceived features of instruction on student achievement
An investigation of supporting teacher learning in the context of a common decomposition for leading mathematics discussions
Missed opportunities of text-based instruction
How beginning elementary teachers’ mathematics instructional quality is associated with similarities between student teaching and first-year teaching assignments
Respecting complexity in measures of teaching
Relationships between Observations of Elementary Mathematics Instruction and Student Achievement
First-Year Teacher Needs in the Urban Classroom
First‐Year Teachers’ Informational Reading Instruction
Describing Profiles of Instructional Practice
Houston, We Have a Lawsuit”
Observational Evaluation of Teachers
Examining Clinical Teaching Observation Scores as a Measure of Preservice Teacher Quality
Teacher Collaboration in Instructional Teams and Student Achievement
Rating Teachers Cheaper, Faster, and Better
Capturing the Complex, Situated, and Active Nature of Teaching Through Inquiry-Oriented Standards for Teaching
The Long-Term Impacts of Teachers
Teaching Effectiveness Research in the Past Decade
An Argument Approach to Observation Protocol Validity
The Impact of Individual Teachers on Student Achievement
Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction
Instructional Discourse, Student Engagement, and Literature Achievement
Teacher value‐added
The effects of NBPTS‐certified teachers on student achievement
Evaluating value‐added models
Measure for Measure
Opening Dialogue
Assessments and Accountability
Different Tests, Different Answers
A Validity Argument Approach to Evaluating Teacher Value-Added Scores
A Course on Effective Teacher-Child Interactions
Classroom Effects on Children’s Achievement Trajectories in Elementary School
Comparing correlated correlation coefficients
Do We Know a Successful Teacher When We See One? Experiments in the Identification of Effective Teachers
| Unique citing works | 45 |
|---|---|
| Citations per year | 4,09 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 43 |