Measuring and Assessing Classroom Instruction: Properties of TAP Observational Rubric Scores

• In Event: Roundtable Session 19
  In Roundtable Session: Measuring Teacher Effectiveness: Various Approaches to Identifying Successful Instruction

Abstract

This study investigates the stability over time of classroom observation scores from the TAP System rubric, a research-based rubric covering multiple dimensions of instructional quality. The study also explores the relationships between TAP observational scores and value-added measures. Overall, the evidence – high year-to-year correlations, generally small year-to-year score changes, and a large proportion of score patterns consistent with improvement – is support for an instrument that generates stable scores while providing teachers with actionable feedback that guides them in improving their practice. Correlations of TAP SKR scores with value-added scores are positive and statistically significant. This is evidence that the TAP observation rubric measures aspects of teacher practice that directly contribute to improved student test performance.

Authors

• Kellie Wills, National Institute for Excellence in Teaching

• Joshua H. Barnett, National Institute for Excellence in Teaching