The Predictive Validity of Classroom Observations: Do Teachers’ Framework for Teaching Scores Predict Kindergarteners’ Achievement and Motivation?

We used multilevel analysis to examine the predictive validity of scores from the Framework for Teaching (FFT), the observation measure used most often to evaluate teachers’ instruction. We investigated how well 81 kindergarten teachers’ FFT scores for eight reading and eight mathematics lessons obs...

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Bibliographic Details
Published in:American educational research journal 2020-10, Vol.57 (5), p.2021-2058
Main Authors: Patrick, Helen, Mantzicopoulos, Panayota, French, Brian F.
Format: Article
Language:English
Subjects:
Academic achievement
Academic Standards
Accountability
Achievement Tests
Classroom Environment
Criterion-referenced tests
Educational evaluation
Individual Differences
Kindergarten
Kindergarten students
Mathematics
Mathematics Achievement
Mixed methods research
Motivation
Observation
Observational studies
Predictive Validity
Preschool Children
Preschool Teachers
Reading
Reading Achievement
Student Motivation
Students
Teacher Effectiveness
Teacher Evaluation
Teaching
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Summary:We used multilevel analysis to examine the predictive validity of scores from the Framework for Teaching (FFT), the observation measure used most often to evaluate teachers’ instruction. We investigated how well 81 kindergarten teachers’ FFT scores for eight reading and eight mathematics lessons observed throughout the year predicted students’ year-end achievement and motivation in reading and mathematics, controlling for students’ sex, ethnicity, and achievement entering kindergarten. Standardized reading and mathematics achievement were each predicted by FFT scores; however, they accounted for very little of the overall variance in students’ achievement: 2.5% for reading and 1.3% for mathematics. Neither students’ end-of-year criterion-referenced achievement nor motivation were predicted by FFT scores.
ISSN:0002-8312
1935-1011
DOI:10.3102/0002831219891409