Rating Teaching Quality: Differences in Observation Scoring Between Certification and Operational Contexts

• In Event: Roundtable Session 24
  In Roundtable Session: Validity and Reliability Concerns in Evaluating Teacher Effectiveness

Abstract

Though there is a rich body of literature outlining both the theoretical and practical issues associated with teacher evaluation systems, few studies focus on the role school principals and instructional leaders play in this accountability framework. In order to contribute to research on rater scoring processes, this paper analyzes data collected as part of a larger research study on rater thinking in order to address ways in which evidence collected by raters differs between certification and operational contexts. Preliminary results suggest raters change their note-taking practices between calibration and operational scoring, both in terms of the amount of evidence collected and the features of the notes they collect.

Authors

• Katherine E. Allison, University of Colorado - Boulder

• Courtney A. Bell, ETS