Predictive Validity of a Multimeasure Classroom Observation Approach

• In Event: Marriott Roundtable Session 7
  In Roundtable Session: Applied Methods and Measurement in Education Research

Abstract

This study examined the validity of combining scores from two classroom observational assessments to predict student growth scores on a statewide assessment. A sample of 54 teachers were concurrently observed by the Classroom Strategies Assessment System (CSAS) and the Danielson Framework for Teaching (FFT). Four multiple regression models examined different combinations of CSAS and FFT scores to assess their ability to predict students’ growth scores on the PARCC mathematics and English language arts (ELA) assessments. Results indicated that concurrent observation scores on the CSAS and FFT significantly predicted PARCC mathematics and ELA growth scores, offering initial evidence for the predictive validity of CSAS and FFT combined use. Implications for teacher evaluation and professional development will be discussed.

Authors

• Christopher M Dudek, Rutgers University - New Brunswick/Piscataway

• Linda Reddy, Rutgers University

• Kevin Crouse, Rutgers University - New Brunswick/Piscataway

• Ilona Arnold-Berkovits, Rutgers University - New Brunswick/Piscataway

• Ryan J. Kettler, Rutgers University

• Jiefang Hu, Rutgers University - New Brunswick/Piscataway

• Adam Lekwa, Rutgers University