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ERIC Number: EJ1037068
Record Type: Journal
Publication Date: 2014
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0013-189X
The Test Matters: The Relationship between Classroom Observation Scores and Teacher Value Added on Multiple Types of Assessment
Grossman, Pam; Cohen, Julie; Ronfeldt, Matthew; Brown, Lindsay
Educational Researcher, v43 n6 p293-303 Aug-Sep 2014
In this study, we examined how the relationships between one observation protocol, the Protocol for Language Arts Teaching Observation (PLATO), and value-added measures shift when different tests are used to assess student achievement. Using data from the Measures of Effective Teaching Project, we found that PLATO was more strongly related to the Stanford Achievement Test (SAT-9), the alternative assessment used by MET to assess more ambitious outcomes. We also found that the SAT-9 is more instructionally sensitive to the PLATO factor of Cognitive and Disciplinary Demand than the state tests used in MET study. This difference suggests that PLATO factors designed specifically to identify ambitious instructional practices are especially sensitive to which test is used to construct value-added scores.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Grade 7; Junior High Schools; Secondary Education; Grade 8; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado; Florida; New York; North Carolina; Tennessee; Texas
Identifiers - Assessments and Surveys: Stanford Achievement Tests