Relationship Between GOLD® Interrater Reliability Certification Status and Student Ratings on GOLD® Assessment

• In Event: Issues in Childcare and Early Education in the United States

Abstract

This study explored the relationship between teachers who have passed Teaching Strategies GOLD® interrater reliability (IRR) certification and the subsequent placements of children along developmental progressions, as well as the association between IRR status and student growth over time. Multilevel modeling was used to determine average scores and model growth over time and ICCs were calculated to determine between teacher variance by IRR certification status. Results indicated that between teacher variance was similar across IRR certified and uncertified teachers. However, results also indicated some moderated effects for students with individualized education plans and English Language Learners. The full paper will include similar analyses of Preschool, Pre-K, and Kindergarten students for six domains of development over three semesters.

Authors

• Julia Hujar, Southern Methodist University

• Hannah Luce, University of North Carolina - Charlotte

• Richard G. Lambert, University of North Carolina - Charlotte