Search results for: Special education evaluation
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Evaluating Special Education Teachers’ Classroom Performance: Rater Reliability at the Rubric Item Level
In this study, 19 special education teachers in California and Idaho each contributed three video-recorded classroom lessons. Using rubric items designed to reflect efficacious instructional practices for teaching students with disabilities, school administrators and peers scored the teachers’ lessons. Rater reliability and sources of error variance were examined using generalizability theory. The authors found that peers were more reliable raters than school administrators, who did not have expertise in special education, and the school administrators’ ratings varied at the rubric items level. Implications for classroom observation systems are discussed by the authors.
Updated: Jul. 25, 2019
Special education teacher preparation programs typically require training in delivery of standardized achievement assessments. Appropriate administration of standardized assessments in eligibility and instruaional planning process are critical. To insure production of valid assessments, pre-service teachers at Utah State University must deliver a valid checkout assessment directly to course instructors. On-campus, this process is accomplished with ease.
Updated: Jul. 28, 2008