Developing an understanding procedures observation rubric for mathematics intervention teachers
This study describes the initial psychometric evaluation of an Understanding Procedures observation rubric. The instrument is intended to provide feedback to teachers working in mathematics intervention settings. The rubric translates the research base from mathematics education and special educatio...
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| Veröffentlicht in: | School science and mathematics 2020-03, Vol.120 (3), p.153-164 |
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| creator | Crawford, Angela R. Johnson, Evelyn S. Zheng, Yuzhu Z. Moylan, Laura A. |
| description | This study describes the initial psychometric evaluation of an Understanding Procedures observation rubric. The instrument is intended to provide feedback to teachers working in mathematics intervention settings. The rubric translates the research base from mathematics education and special education into practice in the form of specific items and descriptors of performance levels. A sample of 16 intervention teachers across three states provided three videos each of their instruction of students in mathematics intervention classes. Ten external raters evaluated the videos. We analyze the ratings using many‐facet Rasch measurement. Analyses of the teacher, item, rater, and lesson facets show good psychometric quality for the instrument. Implications for research and professional development are discussed. |
| doi_str_mv | 10.1111/ssm.12393 |
| format | Article |
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The instrument is intended to provide feedback to teachers working in mathematics intervention settings. The rubric translates the research base from mathematics education and special education into practice in the form of specific items and descriptors of performance levels. A sample of 16 intervention teachers across three states provided three videos each of their instruction of students in mathematics intervention classes. Ten external raters evaluated the videos. We analyze the ratings using many‐facet Rasch measurement. Analyses of the teacher, item, rater, and lesson facets show good psychometric quality for the instrument. Implications for research and professional development are discussed.</description><subject>Education</subject><subject>Feedback</subject><subject>Feedback (Response)</subject><subject>Intervention</subject><subject>math/math education</subject><subject>Mathematical analysis</subject><subject>Mathematics</subject><subject>Mathematics Instruction</subject><subject>Mathematics Teachers</subject><subject>Professional development</subject><subject>Psychometrics</subject><subject>Quantitative psychology</subject><subject>Scoring Rubrics</subject><subject>Special education</subject><subject>students and learning</subject><subject>teacher assessment</subject><subject>Teachers</subject><subject>teachers and teaching</subject><issn>0036-6803</issn><issn>1949-8594</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><recordid>eNp1kE1PwzAMhiMEEmNw4AcgVeLEoVvSpElzRGN8aYjD4Bylqcs6bclI2k3792Qr4oYPtmQ_em2_CF0TPCIxxiGsRySjkp6gAZFMpkUu2SkaYEx5ygtMz9FFCEscg-J8gNQDbGHlNo39SrRNOluBD6221aGx8c5A1XkIiSsD-K1uG2cT35W-MUntfLLW7QJiakxIGttGBOyRaUGbRZS6RGe1XgW4-q1D9Pk4_Zg8p7P3p5fJ_Sw1lEia1gAl8IoZzoEbQXXJhMiYFBIqDZwTUwitCdSEsdzImkhS5kUe4ZxklcnoEN32uvHm7w5Cq5au8zauVBkVmEou2IG66ynjXQgearXxzVr7vSJYHfxT0T919C-yNz0L8dk_bvpKMpZLWsT5uJ_vmhXs_xdS8_lbr_gDbzV9qw</recordid><startdate>202003</startdate><enddate>202003</enddate><creator>Crawford, Angela R.</creator><creator>Johnson, Evelyn S.</creator><creator>Zheng, Yuzhu Z.</creator><creator>Moylan, Laura A.</creator><general>Wiley-Blackwell</general><general>Blackwell Publishing Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>JQ2</scope><orcidid>https://orcid.org/0000-0003-3646-0335</orcidid></search><sort><creationdate>202003</creationdate><title>Developing an understanding procedures observation rubric for mathematics intervention teachers</title><author>Crawford, Angela R. ; Johnson, Evelyn S. ; Zheng, Yuzhu Z. ; Moylan, Laura A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3193-feebe6d4c66e6c73ab47724979edae661c87aa1ef1445c9f191b5856e6512dc23</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Education</topic><topic>Feedback</topic><topic>Feedback (Response)</topic><topic>Intervention</topic><topic>math/math education</topic><topic>Mathematical analysis</topic><topic>Mathematics</topic><topic>Mathematics Instruction</topic><topic>Mathematics Teachers</topic><topic>Professional development</topic><topic>Psychometrics</topic><topic>Quantitative psychology</topic><topic>Scoring Rubrics</topic><topic>Special education</topic><topic>students and learning</topic><topic>teacher assessment</topic><topic>Teachers</topic><topic>teachers and teaching</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Crawford, Angela R.</creatorcontrib><creatorcontrib>Johnson, Evelyn S.</creatorcontrib><creatorcontrib>Zheng, Yuzhu Z.</creatorcontrib><creatorcontrib>Moylan, Laura A.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Computer Science Collection</collection><jtitle>School science and mathematics</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Crawford, Angela R.</au><au>Johnson, Evelyn S.</au><au>Zheng, Yuzhu Z.</au><au>Moylan, Laura A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1245938</ericid><atitle>Developing an understanding procedures observation rubric for mathematics intervention teachers</atitle><jtitle>School science and mathematics</jtitle><date>2020-03</date><risdate>2020</risdate><volume>120</volume><issue>3</issue><spage>153</spage><epage>164</epage><pages>153-164</pages><issn>0036-6803</issn><eissn>1949-8594</eissn><abstract>This study describes the initial psychometric evaluation of an Understanding Procedures observation rubric. 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| ispartof | School science and mathematics, 2020-03, Vol.120 (3), p.153-164 |
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| source | Education Source; Wiley Online Library Journals Frontfile Complete |
| subjects | Education Feedback Feedback (Response) Intervention math/math education Mathematical analysis Mathematics Mathematics Instruction Mathematics Teachers Professional development Psychometrics Quantitative psychology Scoring Rubrics Special education students and learning teacher assessment Teachers teachers and teaching |
| title | Developing an understanding procedures observation rubric for mathematics intervention teachers |
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