G2TT
来源类型Research Reports
规范类型报告
DOIhttps://doi.org/10.7249/RR2623
来源IDRR-2623-NTP
Validation Study of the TNTP Core Teaching Rubric
Andrew McEachin; Jonathan Schweig; Rachel Perera; Isaac M. Opper
发表日期2018
出版年2018
页码45
语种英语
结论
  • Relationships between teachers' TNTP Core scores and student achievement gains are modest and vary by subject area.
  • Observers often disagree in their ratings of instructional practice based on the TNTP Core rubric, and these disagreements may be related to their content expertise.
  • There is a considerable amount of uncertainty about the extent to which TNTP Core scores represent teachers' overall instructional practices.
摘要
  • Consider setting higher standards for rater certification (specifically by requiring raters in training to have their scores align with those of master raters at a higher frequency).
  • Research has shown that raters tend to change their approach to scoring over time — a phenomenon known as rater drift. To mitigate this, consider using more frequent post-certification calibration and validation exercises during a rating period.
  • Keep in mind that high-quality evaluation and feedback require many observers with different backgrounds to rate many lessons.
  • Consider collecting additional sources of evidence that support claims about the quality of teacher practice, i.e., using TNTP Core as one measure in a multiple-measure system.
主题Academic Achievement ; Students ; Value-Added Modeling in Education
URLhttps://www.rand.org/pubs/research_reports/RR2623.html
来源智库RAND Corporation (United States)
引用统计
资源类型智库出版物
条目标识符http://119.78.100.153/handle/2XGU8XDN/108920
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GB/T 7714
Andrew McEachin,Jonathan Schweig,Rachel Perera,et al. Validation Study of the TNTP Core Teaching Rubric. 2018.
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