Reddy Linda A, Fabiano Gregory A, Dudek Christopher M, Hsu Louis
Graduate School of Applied and Professional Psychology.
Department of Counseling, School and Educational Psychology.
Sch Psychol Q. 2013 Dec;28(4):301-316. doi: 10.1037/spq0000041.
The present study examined the validity of a teacher observation measure, the Classroom Strategies Scale--Observer Form (CSS), as a predictor of student performance on statewide tests of mathematics and English language arts. The CSS is a teacher practice observational measure that assesses evidence-based instructional and behavioral management practices in elementary school. A series of two-level hierarchical generalized linear models were fitted to data of a sample of 662 third- through fifth-grade students to assess whether CSS Part 2 Instructional Strategy and Behavioral Management Strategy scale discrepancy scores (i.e., ∑ |recommended frequency--frequency ratings|) predicted statewide mathematics and English language arts proficiency scores when percentage of minority students in schools was controlled. Results indicated that the Instructional Strategy scale discrepancy scores significantly predicted mathematics and English language arts proficiency scores: Relatively larger discrepancies on observer ratings of what teachers did versus what should have been done were associated with lower proficiency scores. Results offer initial evidence of the predictive validity of the CSS Part 2 Instructional Strategy discrepancy scores on student academic outcomes.
本研究检验了一种教师观察量表——《课堂策略量表——观察者表》（CSS）作为学生在全州数学和英语语言艺术测试中表现的预测指标的有效性。CSS是一种教师实践观察量表，用于评估小学基于证据的教学和行为管理实践。对662名三至五年级学生样本的数据拟合了一系列二级分层广义线性模型，以评估当学校中少数族裔学生的百分比得到控制时，CSS第2部分教学策略和行为管理策略量表差异分数（即∑|推荐频率-频率评级|）是否能预测全州数学和英语语言艺术水平分数。结果表明，教学策略量表差异分数显著预测了数学和英语语言艺术水平分数：观察者对教师实际行为与应做行为的评级差异相对较大与较低的水平分数相关。结果为CSS第2部分教学策略差异分数对学生学业成绩的预测效度提供了初步证据。
