A Construct Validity Analysis of Effective Teaching Measures

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Abstract

As teacher evaluation finds itself in the national spotlight, it is beneficial to work toward the establishment of measureable aspects of teaching that have positive effects on student outcomes. One step in establishing these measures is ensuring that the aspects of teaching that we currently measure are grounded in actual traits of teachers rather than artifacts of particular observation instruments or observers. This study uses data from a district where teachers are observed on measures of teaching using two separate methods and groups of observers to perform a construct validity analysis using the state teacher evaluation tool (administered by principals) and another widely-used rubric (with observations conducted by highly trained peer observers).

Author

• Jon Brasfield, University of North Carolina - Greensboro