Evaluating an Observation Protocol for General and Special Education Teachers in a Multi-Tiered Instructional Framework

• In Event: Sunday Roundtable Session 1:15 pm
  In Roundtable Session: Improving Special Education Evaluation and Identification Through an Interdisciplinary Approach (Table 36)

Abstract

The purpose of this study is to evaluate validity evidence for a researcher-developed observation tool designed to measure the implementation of general and special education teachers’ explicit instruction and evidence-based practice in tiered reading instruction. Kane’s validity argument approach (2006) is employed to examine whether (a) the scoring rule functions appropriately as intended, (b) scores represent a teacher’s teaching quality across different sources of variance, and (c) scores are related to another construct that is believed to comprise teaching quality. This study provides multiple sources of validity evidence (e.g., Generalizability theory, multi-faceted Rasch models) to assess the scoring and generalization inferences. Based on the results, implications for using the tool to support teacher learning in a PD program are discussed.

Authors

• Hyojong Sohn, Mississippi State University

• Mary T. Brownell, University of Florida

• Amber E. Benedict, Arizona State University

• Jessica Williams, University of Florida

• Corinne Huggins-Manley, University of Florida

• Benjamin Kelcey, University of Cincinnati