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Toward measuring instructional interactions at-scale

Matsumura, LC and Garnier, HE and Slater, SC and Boston, MD (2008) Toward measuring instructional interactions at-scale. Educational Assessment, 13 (4). 267 - 300. ISSN 1062-7197

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This study explores two approaches to directly measuring the quality of instruction: teachers' assignments with student work and focused lesson observations. The technical quality and potential feasibility of these approaches for measuring instruction in large numbers of classrooms are compared within two different content areas (reading comprehension and mathematics). Generalizability and decision studies determined the optimal number of observations and assignments needed to obtain a reliable measure of a teacher's practice, and the association of these direct measures of instructional quality with student achievement was estimated. For both content areas, four assignments assessed by two raters yielded a reliable estimate of quality and as few as two observations yielded a reliable estimate of quality when teachers complied with the requirements of the research. The quality of observed instruction and teachers' assignments differentially predicted gains in students' achievement on the Stanford Achievement Test within each content area. The implications for measuring instruction at-scale in different content areas are discussed.


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Item Type: Article
Status: Published
CreatorsEmailPitt UsernameORCID
Matsumura, LClclare@pitt.eduLCLARE
Garnier, HE
Slater, SC
Boston, MD
Date: 1 October 2008
Date Type: Publication
Journal or Publication Title: Educational Assessment
Volume: 13
Number: 4
Page Range: 267 - 300
DOI or Unique Handle: 10.1080/10627190802602541
Schools and Programs: School of Education > Learning Sciences and Policy
Refereed: Yes
ISSN: 1062-7197
Date Deposited: 12 Oct 2015 17:13
Last Modified: 02 Feb 2019 14:56


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