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Educational Assessment Volume 17, 2012 - Issue 2-3: Measurement Issues in the Study of Teaching
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Original Articles

An Argument Approach to Observation Protocol Validity

Courtney A. Bell Educational Testing Service
,
Drew H. Gitomer Rutgers University
,
Daniel F. McCaffrey RAND
,
Bridget K. Hamre University of Virginia
,
Robert C. Pianta University of Virginia
&
Yi Qi Educational Testing Service
Pages 62-87 | Published online: 20 Sep 2012

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Leovani Marcial Guimarães & Renato da Silva Lima. (2021) A systematic literature review of classroom observation protocols and their adequacy for engineering education in active learning environments. European Journal of Engineering Education 46:6, pages 908-930.
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Christine J. Lyon, Leslie Nabors Oláh & Meghan Brenneman. (2020) A Formative Assessment Observation Protocol to Measure Implementation: Evaluating the Scoring Inference. Educational Assessment 25:4, pages 288-313.
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Ben Kelcey, Heather C. Hill & Mark J. Chin. (2019) Teacher mathematical knowledge, instructional quality, and student outcomes: a multilevel quantile mediation analysis. School Effectiveness and School Improvement 30:4, pages 398-431.
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Sandy Taut, Daniela Jiménez, Sofia Puente-Duran, Diego Palacios, Maria Inés Godoy & Jorge Manzi. (2019) Evaluating the quality of teaching: can there be valid differentiation in the middle of the performance distribution?. School Effectiveness and School Improvement 30:3, pages 328-348.
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Elsa Westergård, Sigrun K. Ertesvåg & Frank Rafaelsen. (2019) A Preliminary Validity of the Classroom Assessment Scoring System in Norwegian Lower-Secondary Schools. Scandinavian Journal of Educational Research 63:4, pages 566-584.
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Drew H. Gitomer. (2019) Evaluating instructional quality. School Effectiveness and School Improvement 30:1, pages 68-78.
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Courtney A. Bell, Marjoleine J. Dobbelaer, Kirsti Klette & Adrie Visscher. (2019) Qualities of classroom observation systems. School Effectiveness and School Improvement 30:1, pages 3-29.
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Erin Elizabeth Krupa, Michele Carney & Jonathan Bostic. (2019) Argument-Based Validation in Practice: Examples From Mathematics Education. Applied Measurement in Education 32:1, pages 1-9.
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Michele Carney, Angela Crawford, Carl Siebert, Rich Osguthorpe & Keith Thiede. (2019) Comparison of Two Approaches to Interpretive Use Arguments. Applied Measurement in Education 32:1, pages 10-22.
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Courtney A. Bell, Nathan D. Jones, Yi Qi & Jennifer M. Lewis. (2018) Strategies for Assessing Classroom Teaching: Examining Administrator Thinking as Validity Evidence. Educational Assessment 23:4, pages 229-249.
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Jamie N. Mikeska, Tamara Shattuck, Steven Holtzman, Daniel F. McCaffrey, Nancy Duchesneau, Yi Qi & Leslie Stickler. (2017) Understanding science teaching effectiveness: examining how science-specific and generic instructional practices relate to student achievement in secondary science classrooms. International Journal of Science Education 39:18, pages 2594-2623.
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Megan Kuhfeld. (2017) When Students Grade Their Teachers: A Validity Analysis of the Tripod Student Survey. Educational Assessment 22:4, pages 253-274.
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Jim Gleason, Stefanie Livers & Jeremy Zelkowski. (2017) Mathematics Classroom Observation Protocol for Practices (MCOP2): A validation study. Investigations in Mathematics Learning 9:3, pages 111-129.
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David Blazar, David Braslow, Charalambos Y. Charalambous & Heather C. Hill. (2017) Attending to General and Mathematics-Specific Dimensions of Teaching: Exploring Factors Across Two Observation Instruments. Educational Assessment 22:2, pages 71-94.
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Elizabeth L. Adams, Sarah J. Carrier, James Minogue, Stephen R. Porter, Andrew McEachin, Temple A. Walkowiak & Rebecca A. Zulli. (2017) The development and validation of the Instructional Practices Log in Science: a measure of K-5 science instruction. International Journal of Science Education 39:3, pages 335-357.
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Tony Loughland & Penny Vlies. (2016) The Validation of a Classroom Observation Instrument Based on the Construct of Teacher Adaptive Practice. Educational and Developmental Psychologist 33:2, pages 163-177.
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Julie Cohen & Michelle Brown. (2016) Teaching Quality Across School Settings. The New Educator 12:2, pages 191-218.
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R. C. Morris, Loran Carleton Parker, David Nelson, Matthew D. Pistilli, Adam Hagen, Chantal Levesque-Bristol & Gabriela Weaver. (2014) Development of a Student Self-Reported Instrument to Assess Course Reform. Educational Assessment 19:4, pages 302-320.
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Suzanne M. Wilson. (2014) Innovation and the Evolving System of U.S. Teacher Preparation. Theory Into Practice 53:3, pages 183-195.
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Sandy Taut, María Verónica Santelices & Brian Stecher. (2012) Validation of a National Teacher Assessment and Improvement System. Educational Assessment 17:4, pages 163-199.
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HeatherC. Hill, CharalambosY. Charalambous, David Blazar, Daniel McGinn, MatthewA. Kraft, Mary Beisiegel, Andrea Humez, Erica Litke & Kathleen Lynch. (2012) Validating Arguments for Observational Instruments: Attending to Multiple Sources of Variation. Educational Assessment 17:2-3, pages 88-106.
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