Assessing Teacher Dispositions : Five Standards-Based Steps to Valid Measurement Using the DAATS Model

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ISBN: 9781412953689 | 1412953685
Cover: Paperback
Copyright: 5/16/2007

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While school leaders have long sought a definitive tool for assessing teacher affect and dispositions, a practical method for measurement has proven elusive-until now. Assessing Teacher Dispositions presents a conceptual framework that helps educators understand what "appropriate dispositions" are, why it is important to measure them, and how to implement an assessment process in their schools and districts.

List of Tables, Figures, and Boxes	p. x
List of Abbreviations and Acronyms	p. xv
Disposition Assessments Aligned With Teacher Standards (DAATS) Steps and Worksheets	p. xvi
Foreword	p. xix
Preface	p. xxi
Acknowledgments	p. xxv
About the Authors	p. xxvi
What Are Dispositions, and Why Should We Measure Them?	p. 1
The Importance of Measuring Dispositions	p. 2
The Challenge	p. 3
What Are Standards-Based Dispositions?	p. 4
Hierarchical Relationships Among Knowledge, Skills, and Dispositions	p. 6
Remembering Bloom	p. 7
Dispositions and Accreditation: Requirements and Definitions	p. 7
Measuring Dispositions: Sources of Confusion	p. 10
Measuring Dispositions: Morals, Ethics, or Standards Based?	p. 11
Different Construct, Different Assessments, Similar Assessment Design Process	p. 14
Wrap-Up	p. 15
Questions for Exploration	p. 16
What Have You Noticed?	p. 17
Assessment Belief Scale-Beliefs About Assessment	p. 18
Cognitive, Affective, and Psychomotor Objectives and Assessments	p. 20
Methods for Assessing Dispositions	p. 21
A Conceptual Framework for Measuring Dispositions	p. 21
Measuring Teacher Dispositions: The State of the Art	p. 23
Back to Basics: Bloom and Krathwohl	p. 24
Available Methods for Measuring Dispositions or Affect	p. 26
Selected-Response Methods	p. 27
Constructed-Response Methods	p. 28
Observed Performance	p. 30
Projective Techniques	p. 31
The Importance of Inference in Measuring Dispositions	p. 31
Wrap-Up	p. 34
Questions for Exploration	p. 35
Bloom and the INTASC Principles	p. 36
Field Work	p. 37
Review Your Feelings	p. 38
Where We Have Been So Far	p. 40
DAATS Step 1-Assessment Design Inputs	p. 41
Why Are Purpose, Use, Propositions, and Content So Important?	p. 43
Define the Purpose(s) and Use(s) of the System	p. 43
Define the Propositions or Principles That Guide the System	p. 46
Define the Conceptual Framework or Content of the System	p. 48
Review Local Factors That Impact the System	p. 52
Wrap-Up	p. 53
Purpose, Use, Propositions, Content, and Context Checksheet	p. 55
Purpose, Use, and Content Draft	p. 57
Propositions	p. 58
Contextual Analysis	p. 59
Where We Have Been So Far	p. 60
DAATS Step 2-Planning With a Continuing Eye on Valid Assessment Decisions	p. 61
Analyze Standards and Indicators	p. 62
All Those Indicators	p. 62
Why Bother?	p. 65
Visualize the Teacher Demonstrating the Affective Targets	p. 66
Select Assessment Methods at Different Levels of Inference	p. 69
Build an Assessment Framework Correlating Standards and Methods	p. 71
Wrap-Up	p. 74
Organizing for Alignment (Version 1)	p. 76
Organizing for Alignment (Version 2)	p. 77
Visualizing the Dispositional Statements	p. 78
Selecting Assessment Methods for INTASC Indicators	p. 79
Assessment Methods for INTASC Indicators: Blueprint	p. 80
Cost-Benefit and Coverage Analysis of Assessment Methods	p. 81
Where We Have Been So Far	p. 82
DAATS Step 3-Instrument Development	p. 83
Draft Items and Directions for Each Instrument	p. 84
Thurstone Agreement Scales	p. 84
Questionnaires, Interviews, and Focus Groups	p. 91
Observed Performance	p. 96
Thematic Apperception Tests or Situation Reflection Assessment	p. 100
Review Items for Applicability to Values, Domain Coverage, and Job Relevance	p. 103
Wrap-Up	p. 106
Creating Scales	p. 108
Creating Questionnaires, Interviews, or K-12 Focus Group Protocols	p. 109
Creating an Affective Behavior Checklist	p. 110
Creating an Affective Behavior Rating Scale	p. 111
Creating a Tally Sheet for Affective Observation	p. 111
Checklist for Reviewing Scale Drafts	p. 113
Review Sheets for Questionnaires and Interviews	p. 114
Review Sheets for K-12 Focus Group Protocols	p. 115
Checklist for Reviewing Observations and Behavior Checklists	p. 116
Coverage Check	p. 117
Rating Form for Stakeholder Review	p. 118
Where We Have Been So Far	p. 120
DAATS Step 4-Decision Making and Data Management	p. 121
Develop Scoring Rubrics	p. 122
Dichotomous Response Scoring Keys	p. 122
Rating Scale Rubrics	p. 123
Determine How Data Will Be Combined and Used	p. 127
Need for Shared Data	p. 127
Data Storage	p. 127
Data Aggregation	p. 128
Develop Implementation Procedures and Materials	p. 134
Preponderance of the Evidence Versus Cut Scores	p. 134
Advising and Due Process	p. 135
Scoring Procedures	p. 137
Implementation	p. 138
Wrap-Up	p. 140
Explanation of Dichotomous Scoring Decisions	p. 142
Rubric Design	p. 143
Sample Format for Candidate/Teacher Tracking Form	p. 144
Format for Data Aggregation	p. 145
Sample Disposition Event Report	p. 146
Management Plan	p. 147
Where We Have Been So Far	p. 148
DAATS Step 5-Credible Data	p. 149
What Is Psychometric Integrity, and Why Do We Have to Worry About It?	p. 150
Create a Plan to Provide Evidence of Validity, Reliability, Fairness, and Utility	p. 151
Elements of a Plan	p. 151
Purpose and Use	p. 152
Construct Measured	p. 153
Interpretation and Reporting of Scores	p. 154
Assessment Specifications and Content Map	p. 155
Assessor/Rater Selection and Training Procedures	p. 156
Analysis Methodology	p. 156
External Review Personnel and Methodology	p. 157
Evidence of Validity, Reliability, and Fairness (VRF)	p. 157
Implement the Plan Conscientiously	p. 173
Wrap-Up	p. 174
Assessment Specifications	p. 176
Analysis of Appropriateness of Decisions for Teacher Failures	p. 177
Analysis of Rehire Data	p. 178
Program Improvement Record	p. 179
Expert Rescoring	p. 180
Fairness Review	p. 181
Analysis of Remediation Efforts and Equal Opportunity (EO) Impact	p. 182
Psychometric Plan Format	p. 183
Logistic Ruler for Content Validity	p. 184
Computation of the Lawshe (1975) Content Validity Ratio (CVR)	p. 186
Disparate-Impact Analysis	p. 187
Computation of Cohen's (1960) Kappa for Inter-Rater Reliability	p. 190
Two Pearson Correlation Coefficients and Scatterplots: Disposition Scores Correlated With Praxis and Portfolio Scores	p. 192
Spearman Correlation Coefficient and Scatterplot: Disposition Scores Correlated With Principal Ratings	p. 195
Correlation Matrix and Scatterplots for Knowledge, Impact, Dispositions, Skills (KIDS)	p. 197
t-Test Comparing Dispositions of Mathematics and Science Teachers	p. 199
DIP Analysis for Programs	p. 201
Using Teacher Scores for Continuous Improvement	p. 203
Reasons Why We Use the Rasch Model	p. 204
The Classical Approach	p. 206
A Quick Overview of Where Rasch Fits Into the Grand Scheme of IRT Models	p. 208
Rasch: The Basics	p. 208
Getting Started	p. 210
Differences That Item Writers Make	p. 211
Guttman Scaling	p. 211
A Sample Rasch Ruler	p. 213
From Pictures to Numbers	p. 214
The Fit Statistic	p. 219
Gain Scores-Real or Imagined?	p. 221
Ratings and Raters	p. 221
Learning More About Rasch	p. 227
Wrap-Up	p. 228
A Decision-Making Tool for Measurement	p. 229
Legal and Psychometric Issues-The Return of the Pied Piper	p. 231
Why Not Portfolios?	p. 232
Why the Pied Piper?	p. 232
What If?? A Legal Scenario: Mary Beth JoAnne Sues XYZ University	p. 233
MBJ Helps Us to Understand the Convergence of Psychometrics and Legal Requirements	p. 233
Background "Facts"	p. 234
Scenario #1	p. 236
Scenarios #2, #3, and #4	p. 237
Psychometric Issues and Legal Challenges in the Real World	p. 238
Legal Issues and Precedents	p. 240
Three Landmark Dispositions Cases in Two Years	p. 241
Tide Changing in NCATE	p. 242
Standards Are the Vanguard!	p. 243
MBJ Revisited	p. 244
End Note	p. 245
INTASC Principles and Disposition Indicators	p. 247
Glossary	p. 251
References	p. 261
Index	p. 267
Table of Contents provided by Ingram. All Rights Reserved.

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Assessing Teacher Dispositions : Five Standards-Based Steps to Valid Measurement Using the DAATS Model

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Assessing Teacher Dispositions : Five Standards-Based Steps to Valid Measurement Using the DAATS Model

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