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Increasing the reliability of scores of classroom observation instruments for pre-service teachers?

Broos, A.M. (2018) Increasing the reliability of scores of classroom observation instruments for pre-service teachers?

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Abstract:One of the challenges teacher educators face today is to assess preservice teachers in a reliable and valid manner. However, assessment by observation comes with several issues, such as lack of suitable standards or dealing with difference in interpretation of the observation instruments or grades. This study researches rubrics as observation instrument, resulting in the following research question: How can the construct validity of a rubric be improved, and to what degree can this improvement increase the inter-rater reliability of the rubric’s scores? In this mixed method research, it is attempted to improve the construct validity of the rubric by organizing two focus groups (Phase 1), resulting in an experimental rubric. In the quantitative part (Phase 2), the Interrater Reliability (IRR) of the original rubric is investigated and compared to the IRR of the experimental rubric. Therefore, two lessons are assessed by 70 participants in the control- and experimental group. The results show that, by use of the theoretical validity framework of Kane (2006), the construct validity of the experimental rubric has increased relative to the original rubric. With regard to the IRR, several calculations show no increase of the IRR of the experimental rubric relative to the original rubric.
Item Type:Essay (Master)
Clients:
Christelijke Hogeschool Ede, Ede, Netherlands
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/77017
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