Strategies for Assessing Classroom Teaching: Examining Administrator Thinking as Validity Evidence-Reference-Cited by-同舟云学术

Strategies for Assessing Classroom Teaching: Examining Administrator Thinking as Validity Evidence

Published:2018-09-19 Issue:4 Volume:23 Page:229-249
ISSN:1062-7197
Container-title:Educational Assessment
language:en
Short-container-title:Educational Assessment

Author:

Bell Courtney A.¹,Jones Nathan D.²,Qi Yi³,Lewis Jennifer M.⁴

Affiliation:

1. Educational Testing Service, Center for Global Assessment, Princeton, NJ, USA

2. Wheelock College of Education and Human Development, Department of Teaching and Learning, Boston University, Boston, MA, USA

3. Research and Development, Educational Testing Service, Princeton, NJ, USA

4. Teacher Education Division, Wayne State University, Detroit, MI, USA

Funder

William T Grant Foundation

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10627197.2018.1513788

Reference54 articles.

1. Rater Cognition: Implications for Validity

2. Bell, C., Jones, N., Lewis, J., Qi, Y., Stickler, L., Liu, S. & McLeod, M. (2016). Understanding consequential assessment systems of teaching: Year 1 final report to Los Angeles Unified School District (Research Memorandum No. RM-16-12). Princeton, NJ: Educational Testing Service.

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