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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
Generalizability Theory Research on Developing a Scoring Rubric to Assess Primary School Students' Problem Posing Skills
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Cankoy, Osman; Özder, Hasan – EURASIA Journal of Mathematics, Science & Technology Education, 2017
The aim of this study is to develop a scoring rubric to assess primary school students' problem posing skills. The rubric including five dimensions namely solvability, reasonability, mathematical structure, context and language was used. The raters scored the students' problem posing skills both with and without the scoring rubric to test the…
Descriptors: Generalizability Theory, Elementary School Students, Foreign Countries, Problem Solving
ePortfolio Assessment as Faculty Development: Gathering Reliable Data and Increasing Faculty Confidence
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Marshall, Margaret J.; Duffy, Ashlee Mills; Powell, Stephen; Bartlett, Lesley Erin – International Journal of ePortfolio, 2017
An ePortfolio Assessment Institute (AI) structured as a faculty development opportunity was undertaken to increase faculty confidence in teaching and assessing ePortfolios and to collect reliable data about student performance on four learning outcomes associated with an institutionwide ePortfolio initiative. Faculty raters participated in the…
Descriptors: Electronic Publishing, Portfolio Assessment, Faculty Development, Data Collection
Investigating Score Dependability in English/Chinese Interpreter Certification Performance Testing: A Generalizability Theory Approach
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Han, Chao – Language Assessment Quarterly, 2016
As a property of test scores, reliability/dependability constitutes an important psychometric consideration, and it underpins the validity of measurement results. A review of interpreter certification performance tests (ICPTs) reveals that (a) although reliability/dependability checking has been recognized as an important concern, its theoretical…
Descriptors: Foreign Countries, Scores, English, Chinese
Generalizability, Validity, and Examinee Perceptions of a Computer-Delivered Formulating-Hypotheses Test. GRE Board Professional Report No. 90-02aP.
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Bennett, Randy Elliot; Rock, Donald A. – 1993
Formulating-Hypotheses (F-H) items present a situation and ask the examinee to generate as many explanations for it as possible. This study examined the generalizability, validity, and examinee perceptions of a computer-delivered version of the task. Eight F-H questions were administered to 192 graduate students. Half of the items restricted…
Descriptors: Computer Assisted Testing, Difficulty Level, Generalizability Theory, Graduate Students