The Predictive Validity of Classroom Observations: Troubling Results From Kindergarten Classrooms

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Abstract

We examined the predictive validity of scores from the Framework for Teaching (FFT; Danielson, 2013)—the observation measure used most often to evaluate teachers’ instruction—in kindergarten. We investigated how well 81 teachers’ FFT scores for 8 reading and 8 mathematics lessons (N = 1,296 lessons) observed throughout the year predicted students’ year-end achievement in reading and mathematics, controlling for students’ sex, ethnicity, standardized achievement entering kindergarten, and fall teacher-rated achievement. Standardized reading and mathematics achievement were each predicted by FFT scores, however effect sizes were negligible (0.06-0.13). Scores accounted for very little of the total variance in students’ achievement; (< 2½% for reading, < 1½% for mathematics). FFT scores did not predict students’ end-of-year reading nor math standards-based achievement.

Authors

• Helen Patrick, Purdue University

• Panayota Y. Mantzicopoulos, Purdue University

• Brian F. French, Washington State University