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ERIC Number: EJ980531
Record Type: Journal
Publication Date: 2012
Pages: 26
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-1062-7197
An Argument Approach to Observation Protocol Validity
Bell, Courtney A.; Gitomer, Drew H.; McCaffrey, Daniel F.; Hamre, Bridget K.; Pianta, Robert C.; Qi, Yi
Educational Assessment, v17 n2-3 p62-87 2012
This article develops a validity argument approach for use on observation protocols currently used to assess teacher quality for high-stakes personnel and professional development decisions. After defining the teaching quality domain, we articulate an interpretive argument for observation protocols. To illustrate the types of evidence that might compose a validity argument, we draw on data from a validity study of the Classroom Assessment Scoring System for secondary classrooms. Based on data from 82 Algebra classrooms, we illustrate how data from observation scores, value-added models, generalizability studies, and measures of teacher knowledge, student achievement, and teacher and student beliefs could be used to build a validity argument for observation protocols. Strengths and limitations of the validity argument approach as well as the issues the approach raises for observation protocol validity research are considered. (Contains 9 tables and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A