Measuring Educators' Attitudes and Beliefs About Evaluation: Construct Validity and Reliability of the Teacher Evaluation Experience Scale

Abstract

This study presents the reliability and validity of the Teacher Evaluation Experience Scale–Teacher Form (TEES-T), a multidimensional measure of educators' attitudes and beliefs about teacher evaluation. Confirmatory factor analyses of data from 583 teachers were conducted on the TEES-T hypothesized five-factor model, as well as on alternative models. The five- and four-factor model yielded acceptable fit to the data. Information-theory-based indices of relative fit (i.e., AIC₀, BCC₀, and BIC₀) indicated that the TEES-T four-factor model yielded superior fit to either the five-factor or one-factor models. The TEES-T evidenced good internal consistency, freedom from item bias, and convergent validity with the Collective Efficacy Scale. Implications are discussed.

Funding

The research reported here was supported by the U.S. Department of Education—Teacher Incentive Fund Program through Grant S374A120060 to Rutgers University. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education.