Raters' Use of an Observation Protocol for Mathematics Intervention Instruction

• In Event: 35.076 - Implementation of Protocols in Classroom Observation

Abstract

We investigate features of raters’ behavior that influence reliability and accuracy of scores from a teacher observation protocol for mathematics intervention instruction. Raters scored video observations of instruction from 16 teachers of mathematics interventions in grades K-8 using a Developing Understanding of Procedures observation protocol. We use many-faceted Rasch measurement and qualitative analyses to investigate the extent to which raters consistently apply the scoring criteria as defined by the protocol and its associated manual, as well as the nature of the evidence which raters collected and applied to support their scoring decisions. Implications for rater training are discussed.

Authors

• Angela Rae Crawford, Boise State University

• Yuzhu Zheng, Boise State University

• Evelyn Johnson, Boise State University

• Laura Moylan, Boise State University