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ERIC Number: EJ908089
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0191-491X
Developing Indicators of Classroom Practice to Evaluate the Impact of District Mathematics Reform Initiative: A Generalizability Analysis
Newton, Xiaoxia A.
Studies in Educational Evaluation, v36 n1-2 p1-13 Mar-Jun 2010
This paper reported results from a generalizability study that examined the process of developing classroom practice indicators used to evaluate the impact of a school district's mathematics reform initiative. The study utilized classroom observational data from 32 second, fourth, eighth, and tenth grade teachers. The study addresses important measurement issues in developing classroom practice indicators used as evaluation outcome measures. This study also demonstrates that the G-theory measurement framework has important applications in practice-oriented settings. Namely, the use of G-theory provides insights into the tradeoffs between number of observations and number of raters when using observational data to conduct evaluation. The use of decision analysis provided a procedure for forecasting the optimum mix of the two for each situation. (Contains 5 tables and 1 figure.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 10; Grade 2; Grade 4; Grade 8; High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A