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Teacher Self-Efficacy among Community Action Project of Tulsa Teachers and Correlations with the Classroom Assessment Scoring System
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Daniel J. Adney – ProQuest LLC, 2024
Purpose and Method of Study: The purpose of this nonexperimental quantitative study was to determine the level of teacher self-efficacy and the relationship between teacher self-efficacy and Classroom Assessment Scoring System (CLASS) ratings among CAP Tulsa teachers. Descriptive analysis was utilized to identify the level of teacher self-efficacy…
Descriptors: Self Efficacy, Community Action, Community Programs, Classroom Environment
What's in a Score? A Decomposition of Observation Scores across Various Sources to Better Understand What Contributes to Scores
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Mark White – Practical Assessment, Research & Evaluation, 2025
Systematized, observational approaches to measuring teaching quality are an important tool in research and practice. Termed observation systems, these approaches include a rubric that operationalizes a set of teaching quality constructs and structures to support rater training and monitoring. Scores from observation systems, through their…
Descriptors: Scores, Teacher Effectiveness, Teacher Evaluation, Observation
Different Methods for Assessing Preservice Teachers' Instruction: Why Measures Matter
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Arielle Boguslav; Julie Cohen – Journal of Teacher Education, 2024
Teacher preparation programs are increasingly expected to use data on preservice teacher (PST) skills to drive program improvement and provide targeted supports. Observational ratings are especially vital, but also prone to measurement issues. Scores may be influenced by factors unrelated to PSTs' instructional skills, including rater standards.…
Descriptors: Preservice Teachers, Measures (Individuals), Evaluation Problems, Teaching Skills