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Abstract
This article develops a validity argument approach for use on observation protocols currently used to assess teacher quality for high-stakes personnel and professional development decisions. After defining the teaching quality domain, we articulate an interpretive argument for observation protocols. To illustrate the types of evidence that might compose a validity argument, we draw on data from a validity study of the Classroom Assessment Scoring System for secondary classrooms. Based on data from 82 Algebra classrooms, we illustrate how data from observation scores, value-added models, generalizability studies, and measures of teacher knowledge, student achievement, and teacher and student beliefs could be used to build a validity argument for observation protocols. Strengths and limitations of the validity argument approach as well as the issues the approach raises for observation protocol validity research are considered.
Notes
aStudent engagement is viewed by the CLASS developers as an outcome measure.
*Significant at the .05 level, two-tailed.
**Significant at the .01 level, two-tailed.
*Significant at the .05 level, two-tailed.
**Significant at the .01 level, two-tailed.
*Correlation is significant at the .05 level, two-tailed.
**Correlation is significant at the .01 level, two-tailed.