TY - JOUR
T1 - A test-retest analysis of the Vanderbilt Assessment for Leadership in Education in the USA
AU - Minor, Elizabeth Covay
AU - Porter, Andrew C.
AU - Murphy, Joseph
AU - Goldring, Ellen
AU - Elliott, Stephen
N1 - Funding Information:
The research reported here was supported by the Institute of Education Sciences, US Department of Education through grant numbers R305A0803070, R305B100013-01, and R305E100008 of the US Department of Education. Please direct all correspondence to Elizabeth Covay Minor (eminor1@nl.edu).
PY - 2017/5/1
Y1 - 2017/5/1
N2 - The Vanderbilt Assessment for Leadership in Education (VAL-ED) is a 360-degree learning-centered behaviors principal evaluation tool that includes ratings from the principal, supervisors, and teachers. The current study assesses the test-retest reliability of the VAL-ED for a sample of seven school districts as part of multiple validity and reliability assessments based on various samples of real users of the VAL-ED. We administered the VAL-ED twice and examined the correlations and mean differences between time 1 and time 2. We find that the principal and teacher ratings from time 1 and time 2 have large, positive, and significant correlations. Additionally, for both time points, principals are rated as being at least satisfactorily effective. Principals rate themselves slightly higher at time 2, while teachers rate principals slightly higher at time 1.
AB - The Vanderbilt Assessment for Leadership in Education (VAL-ED) is a 360-degree learning-centered behaviors principal evaluation tool that includes ratings from the principal, supervisors, and teachers. The current study assesses the test-retest reliability of the VAL-ED for a sample of seven school districts as part of multiple validity and reliability assessments based on various samples of real users of the VAL-ED. We administered the VAL-ED twice and examined the correlations and mean differences between time 1 and time 2. We find that the principal and teacher ratings from time 1 and time 2 have large, positive, and significant correlations. Additionally, for both time points, principals are rated as being at least satisfactorily effective. Principals rate themselves slightly higher at time 2, while teachers rate principals slightly higher at time 1.
KW - Learning-centered leadership
KW - Principal evaluation
KW - Test-retest reliability
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U2 - 10.1007/s11092-016-9254-9
DO - 10.1007/s11092-016-9254-9
M3 - Article
AN - SCOPUS:84996879889
SN - 1874-8597
VL - 29
SP - 211
EP - 224
JO - Educational Assessment, Evaluation and Accountability
JF - Educational Assessment, Evaluation and Accountability
IS - 2
ER -