Validity Arguments for K–12 Teacher Observational Measures: Issues and Future Directions

Session Type: Symposium

Abstract

Observational protocols with comprehensive validity evidence are critical for understanding classroom enacted practice in PreK-12 settings. However, clear guidelines for addressing validity issues specific to observational protocols do not exist. This symposium highlights four measures of classroom practice and the issues related to validity that the authors encountered when developing interpretative-use arguments (IUAs) for each measure (Kane, 2006; Kane 2013), including issues related to defining acceptable thresholds for validity, operationalizing constructs, and rater reliability. This symposium will include a discussion of recommendations or technical guidelines specific to validity evidence for developers and users of observational protocols.

Sub Unit

• SIG-Classroom Observation

Chair

• Julie Jackson Cohen, University of Virginia

Papers

• Developing a Validity Argument for Teacher Observation Tools - Evelyn Johnson, Boise State University

• Operationalizing Constructs within Validity Arguments for K-12 Teacher Observational Measures - Angela Rae Crawford, Boise State University; Michele Carney, Boise State University; Joe Champion, Boise State University

• The Complexity of Rater Training - Anne Garrison Wilhelm, Southern Methodist University; Jonee Wilson, North Carolina State University; Elizabeth Lynn Adams, Southern Methodist University; Temple A. Walkowiak, North Carolina State University; Anna Thorp, North Carolina State University

• A Comparison of Instructional Coaches’ and External Raters’ Observational Scores - Elizabeth Lynn Adams, Southern Methodist University; Leanne R. Ketterlin-Geller, Southern Methodist University