The purpose of this study was to investigate the complexity involving teacher evaluation and the use of the differentiated instruction instrument used to evaluate performance. The researcher used a mixed-methods study to address formative teacher evaluation in the context of a walk-through which lasts ten minutes. The researcher examined whether the inferences made using the instrument were valid using the Toulmin method. Quantitative data were collected for the purpose of comparing principal and teacher ratings. Qualitative data were collected in order to understand how the evaluator justified the rating using the instrument. Collecting both quantitative and qualitative data permitted deeper investigation into the process of observing and rating differentiated instruction.
The researcher conducted a workshop with principals and one with teachers in order to see how these educators would evaluate two teacher performances on differentiated instruction. The researcher also interviewed five teachers concerning their perspectives on evaluation. Quantitative findings consisted of the following: teachers and principals do not average the same when rating on differentiated instruction and within a teacher and principal group, there is not much variability. Qualitative findings related to the instrument consisted of the following: evaluators had difficulty using the state instrument to make arguments and the instrument’s wording was obscure. Other qualitative findings consisted of themes that emerged during the discussions and interviews regarding evaluation.
|Commitee:||Davis, Derick, Breithaupt, Kathy|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 81/5(E), Dissertation Abstracts International|
|Subjects:||Curriculum development, Educational tests & measurements, Educational evaluation|
|Keywords:||Discussion, Georgia teacher evaluation, Mixed methods, Principals, TAPS differentiated instruction instrument, Teachers|
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