Borrow it

The Resource Measures of Effective Teaching: 3c - Base Data: Item-Level Observational Scores, 2009-2011

Measures of Effective Teaching: 3c - Base Data: Item-Level Observational Scores, 2009-2011

Resource Information

The item Measures of Effective Teaching: 3c - Base Data: Item-Level Observational Scores, 2009-2011 represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Bowdoin College Library.
This item is available to borrow from 1 library branch.

Creator

Author

Bill and Melinda Gates Foundation

Summary: The MET project is based on two premises: First, a teacher's evaluation should depend to a significant extent on his/her students' achievement gains; second, any additional components of the evaluation (e.g., classroom observations) should be valid predictors of student achievement gain. Student achievement was measured in two ways -- through existing state assessments, designed to assess student progress on the state curriculum for accountability purposes, and supplemental assessments, designed to assess higher-order conceptual understanding. Panoramic digital video of classroom sessions were taken of participating teachers and students, teachers submitted commentary on their lessons (e.g., specifying the learning objective) and then trained raters scored the lesson based on classroom observation protocols using the following five observation protocols: <list type="bulleted"> <itm>Classroom Assessment Scoring System (CLASS), developed by Robert Pianta, University of Virginia</itm> <itm>Framework for Teaching (FFT), developed by Charlotte Danielson</itm> <itm>Mathematical Quality of Instruction (MQI), developed by Heather Hill, Harvard University, and Deborah Loewenberg Ball, University of Michigan</itm> <itm>Protocol for Language Arts Teaching Observations (PLATO), developed by Pam Grossman, Stanford University</itm> <itm>Quality Science Teaching (QST) Instrument, developed by Raymond Pecheone, Stanford University</itm></list> A subset of the videos also are being scored using an observational protocol developed by the National Board for Professional Teaching Standards (NBPTS) and using the UTeach Observational Protocol (UTOP), developed by the UTeach Preparation Program. Close to 3,000 teacher volunteers from across the following 6, predominantly urban, school districts participated in the MET project: Charlotte-Mecklenburg Schools, Dallas Independent School District, Denver Public Schools, Hillsborough County Public Schools, Memphis City Schools, and the New York City Department of Education. Participants teach math and English language arts (ELA) in grades 4-8, Algebra I, grade 9 English, and high school biology. The Item-Level Observational Scores Release This release consists of data files for the five observational protocols listed (CLASS, FFT, MQI, PLATO, and QST) and the UTOP subset. Also included are rater comment files explaining rater scores on the CLASS instrument and master coded scores for the CLASS, FFT, PLATO, MQI and QST observational measures

Work

Publication

09-19-2018

Note

2009--2011
34346

Instance

Label: Measures of Effective Teaching: 3c - Base Data: Item-Level Observational Scores, 2009-2011

Title: Measures of Effective Teaching: 3c - Base Data: Item-Level Observational Scores, 2009-2011

Creator

Author

Bill and Melinda Gates Foundation

Contributor

Inter-university Consortium for Political and Social Research [distributor]

Subject

Genre

Summary: The MET project is based on two premises: First, a teacher's evaluation should depend to a significant extent on his/her students' achievement gains; second, any additional components of the evaluation (e.g., classroom observations) should be valid predictors of student achievement gain. Student achievement was measured in two ways -- through existing state assessments, designed to assess student progress on the state curriculum for accountability purposes, and supplemental assessments, designed to assess higher-order conceptual understanding. Panoramic digital video of classroom sessions were taken of participating teachers and students, teachers submitted commentary on their lessons (e.g., specifying the learning objective) and then trained raters scored the lesson based on classroom observation protocols using the following five observation protocols: <list type="bulleted"> <itm>Classroom Assessment Scoring System (CLASS), developed by Robert Pianta, University of Virginia</itm> <itm>Framework for Teaching (FFT), developed by Charlotte Danielson</itm> <itm>Mathematical Quality of Instruction (MQI), developed by Heather Hill, Harvard University, and Deborah Loewenberg Ball, University of Michigan</itm> <itm>Protocol for Language Arts Teaching Observations (PLATO), developed by Pam Grossman, Stanford University</itm> <itm>Quality Science Teaching (QST) Instrument, developed by Raymond Pecheone, Stanford University</itm></list> A subset of the videos also are being scored using an observational protocol developed by the National Board for Professional Teaching Standards (NBPTS) and using the UTeach Observational Protocol (UTOP), developed by the UTeach Preparation Program. Close to 3,000 teacher volunteers from across the following 6, predominantly urban, school districts participated in the MET project: Charlotte-Mecklenburg Schools, Dallas Independent School District, Denver Public Schools, Hillsborough County Public Schools, Memphis City Schools, and the New York City Department of Education. Participants teach math and English language arts (ELA) in grades 4-8, Algebra I, grade 9 English, and high school biology. The Item-Level Observational Scores Release This release consists of data files for the five observational protocols listed (CLASS, FFT, MQI, PLATO, and QST) and the UTOP subset. Also included are rater comment files explaining rater scores on the CLASS instrument and master coded scores for the CLASS, FFT, PLATO, MQI and QST observational measures

http://library.link/vocab/creatorName