Teaching for Equity Enactment Scenarios: An Application of Rasch Measurement Principles

• In Event: Putting Equity Front and Center in Teacher Education: Innovative Program Design and Research

Abstract

Problem and Related Literature
One challenge of equity-centered teacher education is to understand how and to what extent preparation programs prepare teacher candidates to enhance the achievement of all learners while also challenging systematic inequity. Our literature search revealed that most existing research tools in this area measure candidates’ attitudes, beliefs, self-efficacy and/or awareness using traditional test theory. While these instruments provide useful information about candidates’ dispositions and understandings, we do not have a scale that allows a diagnostic analysis of teaching practice. The purpose of this paper is to present the development and implementation of a Rasch model scenario-based scale to measure teacher candidates’ self-reported enactment of patterns of practice for equity.
Methodological Framework
Rasch models are increasingly being used to explore and measure complex social
phenomena, such as teaching for social justice beliefs (Ludlow, et al., 2008) and engagement of seniors in later life (Ludlow, et al., 2014). The principles of Rasch measurement (Rasch, 1960) provide a set of requirements for instrument development including: unidimensionality, variation, uniform spread of items along a continuum, hierarchical nature of item progression along the continuum, equal item discrimination, item independence, and confirmation between theory and data. We employed these principles along with Guttman’s (1959) facet theory and sentence mapping techniques to construct a portfolio of items that comprise a new teacher preparation instrument— “teaching for equity enactment scenarios” (TEES).
Modes of Inquiry and Data Source
Introduced in Paper 2, our “practice for equity” framework consists of six correlated facets that support teacher candidates’ enactment of patterns of practice: (1) selecting worthwhile content and designing learning opportunities aligned to valued outcomes; (2) connecting to students' lives and experiences; (3) creating learning-focused, respectful and supportive learning environments; (4) using evidence to scaffold learning and improve teaching; (5) taking an inquiry stance for further professional engagement and learning; and, (6) challenging and recognizing inequities (Grudnoff, et, al,, 2015). Based on these facets and prior to item writing, we developed rich narrative descriptions of each facet. We then constructed scenario-style items that hypothesized low, medium and high levels of teaching practices for each facet based on the experiences of teacher educators across two countries.
Analysis, Interpretation, and Contributions
Paper 4 reports psychometric analyses employing and comparing Classical Test Theory (CTT) and Rasch models for the new TEES instrument administered to teacher candidates, mentor teachers, and teacher educators involved in the MTchg Program. Using CTT, reliability estimates and factor analysis results are reported. The Rasch rating scale model results include variable maps illustrating the hierarchical and unidimensional structure of TEES and item/person fit analyses revealing instances of unexpected ratings. The unique contribution of the TEES scenario-style instrument is that it reveals participants’ scores in a rich narrative framework. While developed as a self-report instrument, we intend to extend the TEES so that it can be used to guide classroom observations and professional development discussion as well. This information should prove useful for program continuous improvement purposes and contribute more broadly.

Authors

• Larry H. Ludlow, Boston College

• Wen-Chia Claire Chang, Boston College