ERIC Number: ED454294
Record Type: Non-Journal
Publication Date: 2000-Nov
Using Teachers' Assignments as an Indicator of Classroom Practice. CSE Technical Report.
This report describes research developing indicators of classroom practice for monitoring the influence of school reform initiatives on students' learning environments and supporting the improvement of instructional practice. The work reported entailed collected assignments and student work from the classrooms of 12 third-grade and 12 seventh-grade teachers, interviewing the teachers, and observing classrooms of 26 additional teachers in schools participating in a large-scale urban effort. Overall the reliability and consistency of the assessment ratings were good. Results also indicate that the quality of the assignments was statistically significantly associated with the quality of observed instruction and student work. It appears that the research method shows promise for use in large-scale evaluation settings and that it identifies important dimensions of practice that could support teacher evaluation and reflection. Seven appendixes contain teacher assignment materials, observation and interview materials, supplemental information, and tables of ratings intercorrelations. (Contains 11 tables and 23 references.) (Author/SLD)
Descriptors: Assignments, Educational Change, Educational Indicators, Elementary Education, Elementary School Teachers, Large Scale Assessment, Research Methodology, Student Evaluation
National Center for Research on Evaluation, CRESST/CSE, Graduate School of Education & Information Studies, University of California, Los Angeles, CA 90095-1522. Tel: 310-206-1532.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.; California Univ., Los Angeles. Center for the Study of Evaluation.