TY - JOUR
T1 - Assessing Students' Opportunity to Learn the Intended Curriculum Using an Online Teacher Log
T2 - Initial Validity Evidence
AU - Kurz, Alexander
AU - Elliott, Stephen
AU - Kettler, Ryan J.
AU - Yel, Nedim
N1 - Funding Information:
This research was supported by an Enhanced Assessment Grant from the U.S. Department of Education (S368A090006). The opinions expressed are those of the authors and do not represent the views of the U.S. Department of Education or endorsement by the federal government.
PY - 2014/7
Y1 - 2014/7
N2 - This study provides initial evidence supporting intended score interpretations for the purpose of assessing opportunity to learn (OTL) via an online teacher log. MyiLOGS yields 5 scores related to instructional time, content, and quality. Based on data from 46 middle school classes, the evidence indicated that (a) MyiLOGS has high usability, (b) its quarterly summary scores are relatively consistent over time, (c) summary scores based on 20 randomly sampled log days provide reliable estimates of teachers' respective yearly summary scores, and (d) most teachers report positive consequences from using the instrument. Agreements between log data from teachers and independent observers were comparable to agreements reported in similar studies. Moreover, several OTL scores exhibited moderate correlations with achievement and virtually nonexistent correlations with a curricular alignment index. Limitations and directions for future research to strengthen and extend this initial evidence are discussed.
AB - This study provides initial evidence supporting intended score interpretations for the purpose of assessing opportunity to learn (OTL) via an online teacher log. MyiLOGS yields 5 scores related to instructional time, content, and quality. Based on data from 46 middle school classes, the evidence indicated that (a) MyiLOGS has high usability, (b) its quarterly summary scores are relatively consistent over time, (c) summary scores based on 20 randomly sampled log days provide reliable estimates of teachers' respective yearly summary scores, and (d) most teachers report positive consequences from using the instrument. Agreements between log data from teachers and independent observers were comparable to agreements reported in similar studies. Moreover, several OTL scores exhibited moderate correlations with achievement and virtually nonexistent correlations with a curricular alignment index. Limitations and directions for future research to strengthen and extend this initial evidence are discussed.
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U2 - 10.1080/10627197.2014.934606
DO - 10.1080/10627197.2014.934606
M3 - Article
AN - SCOPUS:84906085953
SN - 1062-7197
VL - 19
SP - 159
EP - 184
JO - Educational Assessment
JF - Educational Assessment
IS - 3
ER -