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Evaluating an Explicit Instruction Teacher Observation Protocol through a Validity Argument Approach
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Johnson, Evelyn S.; Zheng, Yuzhu; Crawford, Angela R.; Moylan, Laura A. – Journal of Experimental Education, 2022
In this study, we examined the scoring and generalizability assumptions of an explicit instruction (EI) special education teacher observation protocol using many-faceted Rasch measurement (MFRM). Video observations of classroom instruction from 48 special education teachers across four states were collected. External raters (n = 20) were trained…
Descriptors: Direct Instruction, Teacher Education, Classroom Observation Techniques, Validity
Evaluating an Explicit Instruction Teacher Observation Protocol through a Validity Argument Approach
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Johnson, Evelyn S.; Zheng, Yuzhu; Crawford, Angela R.; Moylan, Laura A. – Grantee Submission, 2020
In this study, we examined the scoring and generalizability assumptions of an Explicit Instruction (EI) special education teacher observation protocol using many-faceted Rasch measurement (MFRM). Video observations of classroom instruction from 48 special education teachers across four states were collected. External raters (n = 20) were trained…
Descriptors: Direct Instruction, Teacher Evaluation, Classroom Observation Techniques, Validity
Developing a Comprehension Instruction Observation Rubric for Special Education Teachers
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Johnson, Evelyn S.; Moylan, Laura A.; Crawford, Angela; Zheng, Yuzhu – Reading & Writing Quarterly, 2019
In this study, we developed a Reading for Meaning special education teacher observation rubric that detailed the elements of evidence-based comprehension instruction and tested its psychometric properties using many-facet Rasch measurement. We collected video observations of classroom instruction from 10 special education teachers across 3 states…
Descriptors: Scoring Rubrics, Reading Comprehension, Special Education Teachers, Test Construction