Measuring Classroom Assessment Practice Using Instructional Artifacts: A Validation Study of the QAS Notebook

Educational Assessment

Volumn 17, Issue 2-3, 2012, Pages 107-131

  Martínez, José Felipe ^a   Borko, Hilda ^b   Stecher, Brian ^c   Luskin, Rebecca ^a   Kloser, Matt ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b STANFORD UNIVERSITY   (United States)

^c RAND CORPORATION   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84866669058     PISSN: 10627197     EISSN: None     Source Type: Journal    
DOI: 10.1080/10627197.2012.715513     Document Type: Article

References (36)

1. Black, P. and Wiliam, D. 1998. Assessment and classroom learning. Assessment in Education, 5: 7-74.
2. Borko, H., Stecher, B. M., Alonzo, A. C., Moncure, S. and McClam, S. 2005. Artifact packages for characterizing classroom practice: A pilot study. Educational Assessment, 10: 73-104.
3. Borko, H., Stecher, B. M., Martinez, F., Kuffner, K. L., Barnes, D., Arnold, S. C. and Brennan, R. L. 2001. Generalizability theory. New York, NY: Springer-Verlag.
4. Borko, H., Stecher, B. M., Martinez, F., Kuffner, K. L., Barnes, D., Arnold, S. C. and Gilbert, M. L. 2006. Using classroom artifacts to measure instructional practices in middle school science: A two state field test (CSE Report No. 690) Los Angeles, CA: University of California, Center for Research on Evaluation, Standards, and Student Testing.
5. Brookhart, S. M. 2007. "Expanding views about formative classroom assessment: A review of the literature.". In Formative classroom assessment Edited by: McMillan, J. H. 43-62. New York, NY: Teachers College Press.
6. Brookhart, S. M. 2011. Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice, 30: 3-12.
7. Bryk, A. S. and Raudenbush, S. W. 2002. Hierarchical linear models: Applications and data analysis methods, 2nd ed. Newbury Park, CA: Sage.
8. Chiu, C. W. T. and Wolfe, E. W. 2002. A method for analyzing sparse data matrices in the generalizability theory framework. Applied Psychological Measurement, 26: 321-338.
9. Clare, L. and Aschbacher, P. R. 2001. Exploring the technical quality of using assignments and student work as indicators of classroom practice. Educational Assessment, 7: 39-59.
10. Creemers, B. P. M. 1994. The effective classroom New York, NY: Cassell.
11. Henson, R. K. Teacher self-efficacy: Substantive implications and measurement dilemmas. Invited keynote address given at the annual meeting of the Educational Research Exchange, Texas A&M University. College Station. January 26.
12. Hill, H. C., Schilling, S. G. and Ball, D. L. 2004. Developing measures of teachers' mathematics knowledge for teaching. Elementary School Journal, 105: 11-30.
13. Hill, P. W. and Rowe, K. J. 1996. Multilevel modeling in school effectiveness research. School Effectiveness and School Improvement, 7: 1-34.
14. Junker, B. W., Weisberg, Y., Clare Matsumura, L., Crosson, A., Kim Wolf, M., Levison, A. and Resnick, L. B. 2006. Overview of the Instructional Quality Assessment Los Angeles, CA: National Center for Research on Evaluation, Standards and Student Testing, University of Los Angeles. (CSE Report 671)
15. Kane, M. T. 2006. "Validation.". In Educational measurement Edited by: Brennan, R. L. 17-64. New York, NY: Praeger.
16. Kersting, N. B., Givvin, K. B., Sotelo, F. L. and Stigler, J. W. 2010. Teachers' analysis of classroom video predict student learning of mathematics: Further explorations of a novel measure of teacher knowledge. Journal of Teacher Education, 61: 172-181.
17. Mayer, D. 1999. Measuring instructional practice: Can policy makers trust survey data?. Educational Evaluation and Policy Analysis, 21: 29-45.
18. Martinez, J. F. 2012. "Consequences of omitting the classroom in multilevel models of schooling: An illustration using opportunity to learn and reading achievement.". In School Effectiveness and School Improvement Advance online publication. doi:10.1080/09243453.2012.678864
19. Martinez, J. F., Borko, H. and Stecher, B. 2012. Measuring instructional practice in science using classroom artifacts: Lessons learned from two validation studies. Journal of Research in Science Teaching, 49: 38-67.
20. Mehrens, W. 1989. "Combining evaluation data from multiple sources.". In The new handbook of teacher evaluation: Assessment of elementary and secondary school teachers Edited by: Millman, J. and Darling-Hammond, L. 322-336. Newbury Park, CA: Sage.
21. MET Project. January 2012. Gathering feedback for teaching: Combining high-quality observations with student surveys and achievement gains. January, Bill & Melinda Gates Foundation. Retrieved from http://metproject.org/downloads/MET_Gathering_Feedback_Research_Paper.pdf
22. Muthen, B., Huang, L. C., Jo, B., Khoo, S. T., Nelson Goff, G., Novak, J. and Shih, J. 1995. Opportunity-to-learn effects on achievement: Analytical aspects. Educational Evaluation and Policy Analysis, 17: 371-403.
23. National Research Council. 1996. National Science Education Standards Washington, DC: National Academy Press. National Committee on Science Education Standards and Assessment
24. National Research Council. 2001. Classroom assessment and the National Science Education Standards. Washington, DC: National Academy Press. Committee on Classroom Assessment and the National Science Education Standards
25. National Research Council. 2011. A framework for K-12 science education: Practices, crosscutting concepts, and core ideas Washington, DC: National Academies Press.
26. Nye, B., Konstantopoulos, S. and Hedges, L. V. 2004. How large are teacher effects?. Educational Evaluation and Policy Analysis, 26: 237-257.
27. Pianta, R. C. and Hamre, B. K. 2009. Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38: 109-119.
28. Rowan, B., Camburn, E. and Correnti, R. 2004. Using teacher logs to measure the enacted curriculum: A study of literacy teaching in third-grade classrooms. The Elementary School Journal, 105: 75-102.
29. Shavelson, R. J. and Webb, N. M. 1991. Generalizability theory: A primer Thousand Oaks, CA: Sage.
30. Shavelson, R. J., Webb, N. M. and Burstein, L. 1986. "Measurement of teaching.". In Handbook of research on teaching, 3rd ed. Edited by: Wittrock, M. C. New York, NY: Macmillan.
31. Shulman, Lee. 1998. "Teacher portfolios: A theoretical activity.". In With portfolio in hand: Validating the new teacher professionalism Edited by: Lyons, Nona. 23-37. New York: Teachers College Press.
32. Smithson, J. L. and Porter, A. C. 1994. Measuring classroom practice: Lessons learned from the efforts to describe the enacted curriculum-The Reform Up-Close Study Madison, WI: Consortium for Policy Research in Education.
33. Spencer, J., Creighton, L. and Gilbert, M. L. 2006. Using classroom artifacts to measure instructional practice in middle school science: A two-state field test Los Angeles: UCLA, National Center for Research on Evaluation, Standards and Student Testing. (CSE Tech. Rep. 690)
34. Stecher, B., Le, V. N., Hamilton, L., Ryan, G., Robyn, A. and Lockwood, J. R. 2006. Using structured classroom vignettes to measure instructional practices in mathematics. Educational Evaluation and Policy Analysis, 28: 101-130.
35. Stigler, J. W., Gallimore, R. and Hiebert, J. 2000. Using video surveys to compare classrooms and teaching across cultures: Examples and lessons from the TIMSS video studies. Educational Psychologist, 35: 87-100.
36. Tschannen-Moran, M. and Woolfolk Hoy, A. 2007. The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23: 944-956.