Using Iterative Generalizability Studies in the Context of Measuring Equitable Mathematics Instruction

• In Event: Rater Effect Evaluation and Mitigation

Abstract

This iterative generalizability and decision study examines the stability of classroom observational scores across raters before and after revising rubrics. We examine data from 118 teachers rated by different subsets of 5 raters. Using two lessons and three raters yielded optimal results and stability increased for most rubrics following revision.

Authors

• Elizabeth L. Adams, AMERICAN INSTITUTES FOR RESEARCH

• Anne G. Wilhelm, Southern Methodist University

• Rachael N Becker, SOUTHERN METHODIST UNIVERSITY

• Jonee Wilson, NC State University

• Templ A. Walkowiak, NC State University