Examining the Factor Structure Underlying the TAP System for Teacher and Student Advancement

• In Event: Teacher Evaluation Under the Microscope

Abstract

We investigated the factor structure underlying a nationally-utilized teacher observational evaluation framework: the TAP System for Teacher and Student Advancement. We used multilevel confirmatory/exploratory factor analytic methods under conditions of nested data structures and ordinal measurement scales. We found evidence of generally poor fit with the system’s posited first-order, three-factor structure, along with relatively large covariances among measured dimensions. Multiple analyses suggest presence of a general common factor supported by a secondary dimension. We use this evidence to question the validity of inferences drawn from TAP subscale scores and discuss implications for low- and high-stakes teacher evaluation and accountability applications (i.e. tenure, compensation, and professional identification).

Authors

• Edward F. Sloat, Arizona State University

• Audrey Amrein-Beardsley, Arizona State University