An Argument Approach to Observation Protocol Validity

By Courtney A. Bell, Drew H. Gitomer, Daniel F McCaffrey, B. Hamre, Robert C. Pianta, Yi Qi. 2012

242 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/369a19feb0a0b970b2276eafe163b8f245fa8f45

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Citations in the corpus

Classroom observation for evaluating and improving teaching: An international perspective (2016, background): “…generation of researchers works to develop observation protocols and instruments to help us understand the relationship between classroom practices, teacher effectiveness, and student achievement (Bell et al., 2012; Hill, Charalambous, & Kraft, 2012; Mihaly, McCaffrey, Staiger, & Lockwood, 2013).”
Examining the Use of Classroom Observations in the Evaluation of Special Education Teachers (2014, background): “Instruction, at least in general education, is known to vary depending on the time of year, the type of lesson being taught, and even by the type of content being addressed during lessons (Bell et al., 2012).”
Mathematics Classroom Observation Protocol for Practices (MCOP2): A validation study (2017, methodology): “The development of the MCOP(2) involved a multistage iterative process over three years based on the standards for scale development (AERA, APA, & NCME, 2014; Bell et al., 2012; DeVellis, 2011).”
The Test Matters (2014, background): “…researchers have been investigating the relationships among multiple indicators of teaching quality, generally finding modest to relatively low correlations between observational data and VAMs (Bell et al., 2012; Grossman, Loeb, Cohen, & Wyckoff, 2013; Strong, Gargani, & Hacifazlioğlu, 2011).”
The Instructional Challenge in Improving Teaching Quality: Lessons from a Classroom Observation Protocol (2014, background): “For this reason, we refer to teaching quality rather than teacher quality (Bell et al., 2012) and report summary findings of observations in terms of classrooms instead of teachers.”
Qualities of classroom observation systems (2018, background): “…scores from a particular observation system, which includes specific dimensions of teaching, are associated with student outcomes (e.g., Decristan et al., 2015) or statistically derived measures of teaching quality such as value-added models (e.g., Bell et al., 2012; T.J. Kane & Staiger, 2012).”
Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice (2017, background): “…the psychometric properties have, to date, supported conclusions about inter-rater reliability of the measures (and to a lesser extent the validity of the inferences drawn from the measures) at a single point in time (see Bell et al. 2012; Correnti and Martínez 2012; Shavelson et al. 1986).”
Effect of Observation Mode on Measures of Secondary Mathematics Teaching (2013, background): “Even though teaching evaluations are used to assign scores to teachers, we use the term classroom in our research questions rather than teacher as the target of inference when describing data that are summarized over lessons, since the quality of interactions is not only determined by the teacher bu”
Building a More Complete Understanding of Teacher Evaluation Using Classroom Observations (2016, background): “Think-aloud interviews with raters from the MET project suggest that even experienced raters struggled to score many lessons and used scoring processes that diverged from those used by “master raters” or instrument developers (Bell et al., 2014). It is worth noting that these studies of raters were ”