Teaching Strategies GOLD: Associations With Performance-Based Literacy Measures and Impact of Teacher Experience and Training

• In Event: Roundtable Session 11
  In Roundtable Session: Approaches to Assessing Teacher Quality in a Variety of K–12 Settings

Abstract

State level mandates to use naturalistic, developmental assessment instruments assume those instruments have appropriate validity evidence to support score-based inferences. This study provides validity evidence to support the use of one such instrument, the Teaching Strategies GOLD literacy index. Data from kindergartner students in South Central WA State were used to estimate concurrent associations, and to estimate the impact on validity of teacher experience and teacher exposure to state-funded training (two levels). We hypothesize adequate validity (r > .60) for the instrument and significant positive associations with the measures and teacher experience and training. Discussion addresses the tension between naturalistic and standardized assessments in (P-3) alignment efforts.

Authors

• Paul Strand, Washington State University - Tri-Cities

• Chad M. Gotch, Washington State University

• Brian F. French, Washington State University

• Constance C. Beecher, Iowa State University

• Kathleen Lenihan, Washington Educational Service District 105

• Cynthia Juarez, Washington Educational Service District 105