29.046 - Administrative Sense-Making in Assessments of Teaching

Session Type: Symposium

Abstract

This symposium presents three papers that explore critical issues concerning the implementation and use of new assessments in teacher evaluation using organizational, socio-cultural, and cognitive theories. In particular, the papers address (1) extensions of validity arguments to interpretation and use inferences in teacher evaluation; (2) uses of data in complex organizations; and (3) the role of administrators in mediating new assessments of teaching. Exploratory case studies situated in districts and states examine administrators’ understanding and use of value-added measures (paper 1); provide insights into how administrators are rating quality of student learning objectives along key dimensions (paper 2); and how principals in a large California school district understand and use the district’s new teacher observation protocol (paper 3).

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 10: Teaching and Teacher Education Policy and Research

Chair

• Michael T. Kane, ETS

Papers

• Value Added for Teacher Evaluation: Aspects of Interpretation and Use - Gary Sykes, Educational Testing Service; Laura D. Goe, ETS; David Kirui; Lauren Kotloff, Educational Testing Service

• Examining the Role of Administrators as Student Learning Objective Approvers - Elena Kitaoka Diaz-Bilello, University of Colorado - Boulder

• More Than Accuracy and Reliability: Principals' Learning of Consequential Observation Skills - Courtney A. Bell, ETS; Nathan Jones, Boston University; Jennifer M. Lewis, Wayne State University; Yi Qi, Educational Testing Service; David Kirui; Monica McLeod, Detroit Public Schools

Discussant

• Cynthia E. Coburn, Northwestern University