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11 Apr 2005
Report

Fundamental Problems in the Measurement of Instructional Processes: Estimating Reasonable Effect Sizes and Conceptualizing What is Important to Measure

Overview

Developing reliable and valid national-level survey measures of instructional processes and other classroom conditions related to learning has proven exceptionally difficult. Extant measures have demonstrated, at best, small links to achievement and most have not been linked statistically to achievement at all. These small links to achievement may reflect, in part, reality: instruction competes with many other factors, including factors outside of the school, for influence on student achievement. However, struggles to link to student achievement reflect also problems with the measures, including a host of validity, reliability, and generalizability problems, as well as underdeveloped conceptualization of what is important to measure about instruction and other classroom conditions. Prior research has documented validity, reliability, and generalizability problems with survey measures of instruction. In this paper, we focus on the size of the impact we can expect from instruction and teachers on student achievement and on the conceptualization of measures of instruction and other classroom conditions related to learning.

PDF icon Fundamental Problems in the Measurement of Instructional Processes: Estimating Reasonable Effect Sizes and Conceptualizing What is Important to Measure

Related Work

11 Apr 2005
News Release

More Than 100 AIR Experts Participate at the American Educational Research Association Conference

At-risk students show improved test scores when challenged by rigorous, engaging instruction, according to findings to be released by the American Institutes for Research (AIR) at the annual meeting of the American Educational Research Association (AERA) in Montreal April 11 - 15. More than 100 AIR experts will be participating in the conference, covering topics from full-day Kindergarten to adult literacy.

Further Reading

  • More Than 100 AIR Experts Participate at the American Educational Research Association Conference
  • Student Content Engagement as a Construct for the Measurement of Effective Classroom Instruction and Teacher Knowledge
  • Measuring Principal Performance: How Rigorous Are Publicly Available Principal Performance Assessment Instruments?
  • Early Implementation Findings From a Study of Teacher and Principal Performance Measurement and Feedback: Year 1 Report
  • Applying Social Science in the Real World
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Education
Teacher Preparation and Performance

RESEARCH. EVALUATION. APPLICATION. IMPACT.

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