TY - JOUR
T1 - Teacher log of students’ opportunity to learn and classroom observation
T2 - an initial investigation of convergence
AU - Arnold-Berkovits, Ilona
AU - Kurz, Alexander
AU - Reddy, Linda A.
N1 - Funding Information:
Funding information The research reported here was supported by the U.S. Department of Education—Teacher Incentive Fund Program, through Grant S374A120060 to Rutgers University. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education.
Publisher Copyright:
© 2018, Springer Nature B.V.
PY - 2019/2/15
Y1 - 2019/2/15
N2 - The present study investigated the convergent validity of the Instructional Learning Opportunities Guidance System (MyiLOGS; Kurz and Elliott 2012), a teacher self-report log designed to measure students’ opportunity to learn (OTL) the intended curriculum. MyiLOGS is compared to the Classroom Strategies Assessment System—Observer Form (CSAS-O; Reddy and Dudek 2016), an online multidimensional assessment of instruction and behavior management practices. The study included 71 kindergarten through 12th grade teachers and 11 school principals from six high poverty charter schools in the northeastern USA. Results provided initial evidence for the relationship between OTL and principal observer ratings of instruction. As hypothesized, results indicate significant positive correlations between teacher ratings of time spent on instruction and time spent on academic standards with observer ratings of teaching strategies; and significant negative correlations with observer discrepancy ratings for instructional and behavior management. These findings indicate that the MyiLOGS teacher self-report formative assessment may support teachers’ movement towards improving their teaching practice. Limitations of the measures and generalizability are discussed.
AB - The present study investigated the convergent validity of the Instructional Learning Opportunities Guidance System (MyiLOGS; Kurz and Elliott 2012), a teacher self-report log designed to measure students’ opportunity to learn (OTL) the intended curriculum. MyiLOGS is compared to the Classroom Strategies Assessment System—Observer Form (CSAS-O; Reddy and Dudek 2016), an online multidimensional assessment of instruction and behavior management practices. The study included 71 kindergarten through 12th grade teachers and 11 school principals from six high poverty charter schools in the northeastern USA. Results provided initial evidence for the relationship between OTL and principal observer ratings of instruction. As hypothesized, results indicate significant positive correlations between teacher ratings of time spent on instruction and time spent on academic standards with observer ratings of teaching strategies; and significant negative correlations with observer discrepancy ratings for instructional and behavior management. These findings indicate that the MyiLOGS teacher self-report formative assessment may support teachers’ movement towards improving their teaching practice. Limitations of the measures and generalizability are discussed.
KW - Formative assessment
KW - Instructional and behavioral management practices
KW - Opportunity to learn
KW - Teachers
KW - Validation
UR - http://www.scopus.com/inward/record.url?scp=85057344227&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85057344227&partnerID=8YFLogxK
U2 - 10.1007/s11092-018-9288-2
DO - 10.1007/s11092-018-9288-2
M3 - Article
AN - SCOPUS:85057344227
SN - 1874-8597
VL - 31
SP - 97
EP - 119
JO - Educational Assessment, Evaluation and Accountability
JF - Educational Assessment, Evaluation and Accountability
IS - 1
ER -