ERIC Number: ED107726
Record Type: RIE
Publication Date: 1974-Dec-7
Reference Count: 0
Teacher Outcomes Studies: The Development of Methods for Obtaining Teacher Estimates of Minimal and Desired Student Performance.
Elliott, Muriel C.
This report discusses the development of procedures for establishing teacher estimates of minimal acceptable, desired, and predicted levels of student performance on specific reading items and across reading skill areas. Statewide estimates were obtained by collecting and averaging item estimates from samples of teachers throughout the state, and district-wide estimates were obtained by collecting item estimates from groups of teachers using consensus procedures. Item estimates have been compared directly to student performance on the items, and individual item estimates have been averaged across reading skill areas for comparison with student performance across the same skill areas. The minimal acceptable and desired estimates across skill areas have been used as criterion measures to establish relative strengths and weaknesses in student performance. These criterion measures have also been used in conjunction with normative measures across the same skill areas to establish a more complete profile of the adequacy of student performance. Teacher outcomes studies have been conducted in three assessment projects. The pilot study was conducted during the 1973-74 9-year-old Minnesota Reading Assessment. The questionnaire contained 22 items across four reading domains and various difficulty levels. The 22 items were selected from the 189 items administered to students in one of three independent student samples. The teacher samples consisted of third and fourth grade classroom teachers and reading specialists in a subsample of the schools in each of the student samples. (Author/DEP)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Research Triangle Inst., Durham, NC. Center for Educational Research and Evaluation.
Note: Paper presented at the Annual Meeting of the Southeastern Invitational Conference on Measurement in Education (Knoxville, Tennessee, December 1974)