Framework for Teaching Validity and Reliability Across Mathematics and Language Arts Lessons

• In Event: Hilton Roundtable Session 6
  In Roundtable Session: Perceptions and Impacts of Teacher Evaluation

Abstract

Teacher effectiveness is commonly evaluated by the use of teacher observation measures. However, validity evidence is lacking for teacher evaluation use for many of these measures, especially in the early elementary grades. We examine the widely-used Framework for Teaching (FFT) measure. The FFT’s factor structure has been inconsistently supported, ranging from a single underlying dimension to several dimensions. We use data from 80 teachers across 4 mathematics and 4 reading/language arts lessons within a school year to evaluate evidence for scoring and generalization inferences through factor analysis and omega estimates, respectively. Results suggest a reliable single score for the FFT.

Authors

• Brian F. French, Washington State University

• Helen Patrick, Purdue University

• Panayota Y. Mantzicopoulos, Purdue University

• David Alpizar, San Diego State University