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Trade-Offs in the Implementation of Observational Ratings Systems

机译：观察性评级系统实施中的权衡

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摘要

A consensus has developed that high-quality teacher evaluation systems require multiple measures. We examine multiple measures from a large urban school district, which has included observational ratings and value-added ratings in its system since 2010. Evaluation systems that do not account for observer severity, classroom context, and other factors may yield different results from systems that do account for these factors. Choosing a simpler system involves a trade-off regarding a system's robustness or defensibility. Using a many-faceted Rasch model, we explore rating components like observer, time of year, and subdomain. We find high reliability of the resulting teacher ratings, some impact of adjusting for observer differences and differences between subdomains, and positive correlation with value-added measures. A comprehensive analysis like MFRM should be part of a district's evaluation system, even if only as a robustness check, and districts should examine how observational scores and classroom context are related.
机译：已经达成共识，高质量的教师评估系统需要采取多种措施。我们研究了来自大型城市学区的多种措施，该措施自2010年以来已在其系统中包括观察性评分和增值评分。未考虑观察者严重性，教室环境和其他因素的评估系统可能会从与确实考虑了这些因素。选择一个更简单的系统需要权衡系统的健壮性或可防御性。使用多方面的Rasch模型，我们探索了诸如观察者，一年中的时间和子域之类的评分组成部分。我们发现所得到的教师评分具有高度的可靠性，对观察者差异和子域之间差异的调整有一定影响，并且与增值措施呈正相关。像MFRM这样的综合分析应该作为学区评估系统的一部分，即使只是作为健壮性检查，学区也应该检查观察分数与课堂环境之间的关系。

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    《Journal of applied measurement》 |2020年第1期|50-67|共18页
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    University of Notre Dame and Education Analytics;

    Education Analytics and University of Wisconsin-Madison;

    Tracy Schatzberg Hillsborough County Public Schools;

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  • 正文语种 eng
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