ERIC Number: EJ1038617
Record Type: Journal
Publication Date: 2014-Feb
Abstractor: As Provided
Reference Count: 46
A Known Group Analysis Validity Study of the Vanderbilt Assessment of Leadership in Education in US Elementary and Secondary Schools
Covay Minor, Elizabeth; Porter, Andrew C.; Murphy, Joseph; Goldring, Ellen B.; Cravens, Xiu; Elloitt, Stephen N.
Educational Assessment, Evaluation and Accountability, v26 n1 p29-48 Feb 2014
The Vanderbilt Assessment of Leadership in Education (VAL-ED) provides educators with a tool for principal evaluation based on principal, teacher, and supervisor reports of principals' learning-centered leadership. In this study, we conduct a known group analysis as part of a larger argument for the validity of the VAL-ED in US elementary and secondary schools. We asked superintendents to select the principals in their district who they believe in performance of their duties are in the top 20% and the bottom 20%. We ask how accurately VAL-ED scores can identify membership of the two known groups. Using a discriminant analysis, the VAL-ED places principals in the superintendent groups, on average, 70% of the time for both elementary and secondary schools. Placement accuracy is greater for the top group than the bottom group.
Descriptors: Principals, Administrator Evaluation, Validity, Evaluation Methods, Scores, Accuracy, Discriminant Analysis, Elementary Secondary Education, Elementary Schools, Secondary Schools
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Elementary Education; Secondary Education
Authoring Institution: N/A