Collaborative,Formative Evaluation in Teaching Practice: a road to reflectivity

This paper starts from the assumption that teaching is more than the simple application of the results of research conducted by others. The goal of practicum is to promote a reflective attitude in education, leading the student teacher all along his/her complete training. Formative evaluation as a dynamic process is a way of reflecting during action, facilitating professional development of teachers. That is why it should be integrated into the curriculum of teaching practice.     

The stability of kindergarten teachers’ effectiveness: A generalizability study comparing the Framework For Teaching and the Classroom Assessment Scoring System

To meet recent accountability mandates, school districts are implementing assessment frameworks to document teachers’ effectiveness. Observational assessments play a key role in this process, albeit without compelling evidence of their psychometric rigor. Using a sample of kindergarten teachers, we employed Generalizability theory to investigate (across teachers, raters, and lessons) the stability of scores obtained with two different observation measures: The CLASS K-3 and the FFT. We conducted a series of Decision studies to document (for both measures’ constituent domains) the number of lessons per teacher and raters per lesson that would justify the use of observation scores for high stakes decisions. Acceptable, stable scores for individual-level decisions about teachers may generally require more raters and lessons than is typically used in practice (1–2 raters and fewer than 3 lessons). The considerable variability of observation-based scores raises concerns about either measure’s appropriateness for making individual or group decisions about teachers’ effectiveness.     

Reliability and validity estimates of the Brigance K&1; screen based on a sample of disadvantaged preschoolers

The reliability and validity properties of the Brigance K&1; screen were examined with a sample of 134 Head Start children preparing to enter kindergarten. Reliability estimations indicated high interrater agreement and high overall internal consistency and test–retest reliabilities. Construct validation procedures included examination of the Screen's correlations with the cognitive processing and achievement subscales of the K‐ABC. Prediction/outcome analyses, intended to explore the test's accuracy in predicting special education status at the end of preschool, indicated a relatively high false negative rate and a moderate true positive rate. © 1999 John Wiley & Sons, Inc.     

Screening for reading problems: The utility of SEARCH

To evaluate the accuracy of SEARCH as a screen for identifying children at risk for developing learning problems, 1107 kindergarten children were evaluated with SEARCH and 284 (26 percent) were classified as at risk. At-risk children were of average intelligence and SEARCH scores were significantly correlated with sequential and simultaneous information processing skills. Children whose group preacademic achievement scores were at or below the third stanine at the end of kindergarten were classified as having inadequate skills for learning how to read; those scoring above the third stanine formed the adequate skills group. Using this criterion, SEARCH predicted children who had adequate or inadequate preacademic reading skills with 77 percent accuracy. However, approximately half of the children identified as at risk by SEARCH performed adequately. A reading test was individually administered to a group of at-risk children at the end of first (N=49) and second (N=35) grade. Of those children identified at risk by SEARCH at kindergarten, 39 percent at first grade and 66 percent at second grade performed at grade level. Fewer children from the upper SES were identified by SEARCH as being at risk.     

Coping with school failure: Characteristics of students employing successful and unsuccessful coping strategies

This study examined the characteristics of four groups of children employing positive, defensive, self-blame, or mixed strategies to cope with a failure experience in school. The findings indicated that children who employ positive/action-oriented strategies are more likely to have higher academic achievement and a higher sense of self-worth. In addition, they tend to view themselves as more competent in the area of scholastic achievement and express that they feel successful in their peer relations. Although preliminary, these results suggest that children would profit from a school environment that fosters the development of positive/problem-focused skills.     

Young children's motivational beliefs about learning science

For learning science, motivational beliefs such as confidence in one's science abilities and liking of science are associated with current and future science achievement, as well as continued interest in science classes and careers. However, there are currently no measures to test young children's motivational beliefs related to science learning. To meet this need, we developed the Puppet Interview Scales of Competence in and Enjoyment of Science (PISCES). We piloted PISCES with 113 kindergarten children in public schools participating in the Scientific Literacy Project (SLP). Factor analysis supported the multidimensional structure of young children's self-related beliefs about learning science. PISCES scales measured Science Liking, Science Competence, and Ease of Science Learning. Correlations among PISCES scales and achievement subtests provided evidence of PISCES's validity. Children's motivational beliefs varied as a function of length of time spent learning science, with competence beliefs associated positively with science experience. There were no gender differences.     

Predicting Kindergarteners' Achievement and Motivation From Observational Measures of Teaching Effectiveness

We investigated the premise that observation measures of instruction are indicators of effective teaching, using the definition of effectiveness articulated by departments of education: teaching that boosts student achievement. We argued that student motivation is equally as important as achievement in the evaluation of teaching effectiveness (TE); therefore, we examined students' (N = 145) achievement and motivation outcomes. We scored 40 lessons (from 10 kindergarten teachers) with two TE observation measures: the content-independent Classroom Assessment Scoring System (CLASS) and the content-specific Reformed Teaching Observation Protocol (RTOP). We found that the two measures' scores were related differently to student outcomes. Instructionally supportive practices (CLASS and RTOP total) predicted achievement and motivation. Emotional support (CLASS) was positively related to motivation but not to achievement. Classroom organization (CLASS) was negatively related to both motivation and achievement. The CLASS total score did not predict student outcomes; its use masked differences across domains of teaching practices.     

Factor structure of the pictorial scale of perceived competence and social acceptance with two pre-elementary samples

Competing models of the factorial structure of the Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA) were tested for fit using multisample confirmatory factor analysis. The best fitting model was tested for invariance (a) across samples of middle-class (n = 251) and economically disadvantaged (Head Start, n = 117) kindergarten children (whose ages ranged from 67 to 86 months), and (b) over time (at the end of preschool and kindergarten) for the Head Start sample. For kindergarten children, regardless of socioeconomic status, the factor structure of the PSPCSA was consistent with the 2-factor model of Competence and Acceptance. This model also fit reasonably well for Head Start children at the end of their preschool year. However, in addition to providing broad support for the dimensionality of the measure, our findings highlight important concerns about the PSPCSA.     

Understanding Gender Differences in Thinking Styles of Gifted Children

The accuracy of the Brigance K&1 screen in the early detection of Head Start children with possible cognitive/academic giftedness, was explored in this study. Data were collected from a sample of 134 children, 13 of whom were identified as potentially gifted on the basis of performance on the K‐ABC. Potentially gifted children performed significantly better on the Brigance than nongifted children. Group differences were large and exceeded one standard deviation on the K&1 total score. Classification analyses indicated that use of the technical manual criteria underreferred potentially gifted children. However, use of local criteria established that the K&1 screen has good sensitivity (>80%) and acceptable specificity (>70%) in relation to concurrent and predictive cognitive/academic outcomes. Teacher ratings were ineffective in detecting potentially gifted children. The K&1 screen may be helpful in the early detection of low‐income children who may be cognitively/academically gifted.