Developing and Validating Scalable, Multimethod Approaches to Assessing Effective Classroom Interactions

• In Event: Roundtable Session 12
  In Roundtable Session: Development and Validation of School-Based Assessments

Abstract

Our work to develop student and administrator surveys that assess emotional, organizational, and instructional support in elementary school classrooms is aimed to address the Section H goals of identifying innovative methods and approaches that have potential to improve the practice of program evaluation and increase the efficiency and effectiveness of research evaluation methods, data collection, and assessment. Initial descriptive analyses of pilot data suggest that these two surveys demonstrate adequate to high internal cohesion, there are moderate to high associations between students’ and administrators’ reports of quality of classroom interactions, and students’ reports of their experiences do not vary as a function of student demographic characteristics. Also, SR data more closely mirrored the three domain structure found in observational data.

Authors

• Megan Stuhlman, University of Virginia

• Jason Downer, University of Virginia

• Jamie DeCoster, University of Virginia