The Test Matters: The Relationship Between Classroom Observation Scores and Teacher Value Added on Multiple Types of Assessment

Pam Grossman, Julie Cohen, Matthew Ronfeldt, Lindsay Brown

Research output: Contribution to journalArticle

Abstract

In this study, we examined how the relationships between one observation protocol, the Protocol for Language Arts Teaching Observation (PLATO), and value-added measures shift when different tests are used to assess student achievement. Using data from the Measures of Effective Teaching Project, we found that PLATO was more strongly related to the Stanford Achievement Test (SAT-9), the alternative assessment used by MET to assess more ambitious outcomes. We also found that the SAT-9 is more instructionally sensitive to the PLATO factor of Cognitive and Disciplinary Demand than the state tests used in MET study. This difference suggests that PLATO factors designed specifically to identify ambitious instructional practices are especially sensitive to which test is used to construct value-added scores.

Original languageEnglish (US)
Pages (from-to)293-303
Number of pages11
JournalEducational Researcher
Volume43
Issue number6
DOIs
StatePublished - Jan 1 2014

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teaching observation
value added
art
classroom
teacher
language
achievement test
demand
Teaching
student

Keywords

  • econometric analysis
  • educational policy
  • instructional practices
  • observational research
  • teacher assessment

ASJC Scopus subject areas

  • Education

Cite this

The Test Matters : The Relationship Between Classroom Observation Scores and Teacher Value Added on Multiple Types of Assessment. / Grossman, Pam; Cohen, Julie; Ronfeldt, Matthew; Brown, Lindsay.

In: Educational Researcher, Vol. 43, No. 6, 01.01.2014, p. 293-303.

Research output: Contribution to journalArticle

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