NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1160405
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1062-7197
When Students Grade Their Teachers: A Validity Analysis of the Tripod Student Survey
Kuhfeld, Megan
Educational Assessment, v22 n4 p253-274 2017
This article develops a validity argument for the use of the Tripod student survey of instructional practices to assess teacher effectiveness in summative teacher evaluations and professional development decisions. This paper expands upon previous research in three ways: (a) it draws from current validity thinking to examine the evidence for separate summative and formative purposes of the Tripod survey, (b) it takes advantage of a large, multiple measure data set collected by the Measures of Effective Teaching Project, and (c) it accounts for both the multilevel nature of school data and contextual classroom features. Preliminary evidence was found for a two-dimensional structure, representing classroom management (Control) and academic support (Support). The Control and Support Tripod scores are fairly reliable and correlated with classroom observation ratings and teacher value-added scores. However, caution is suggested in interpreting these results as an endorsement for use in high-stakes teacher evaluations.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: North Carolina (Charlotte); Tennessee (Memphis); Texas (Dallas); Colorado (Denver); Florida (Tampa); New York (New York)
IES Funded: Yes
Grant or Contract Numbers: R305B080016