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ERIC Number: EJ1204251
Record Type: Journal
Publication Date: 2019
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0924-3453
EISSN: N/A
Available Date: N/A
Evaluating Instructional Quality
Gitomer, Drew H.
School Effectiveness and School Improvement, v30 n1 p68-78 2019
Building on the papers in this special issue, this article uses modern conceptions of validity theory to provide a framework for considering the evaluation of teaching quality. The 3 facets of teaching quality focused on are domain conceptualization, evidence and inferences, and their evaluation. Domain definitions vary in their specificity with tradeoffs in their range of applicability and specificity of inference. Evidence collection can range from highly standardized assessments to observations that must attend to evidence from a myriad of classroom interactions. For all assessments, however, even the most standardized, different interpretations of assessment tasks can threaten the validity of score interpretations. The papers consider a range of processes that are designed to generate, support, and interrogate the validity of inferences based on assessment scores. A fundamental question underlying this type of measurement is whether differences in the quality of teaching that students experience can be causally attributed to the teacher.
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: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A