Comparison of single- and double-assessor scoring designs for the assessment of accomplished teaching.
This article is based on a more extensive research report (Engelhard, Myford and Cline, 2000) prepared for the National Board for Professional Teaching Standards (NBPTS) concerning the Early Childhood/Generalist and Middle Childhood/Generalist assessment systems. The report is available from the Educational Testing Service (ETS). An earlier version of the article was presented at the American Educational Research Association Conference in New Orleans in 2000. We would like to acknowledge the helpful advice of Mike Linacre regarding the use of the FACETS computer program and the assistance of Fred Cline in analyzing these data. The material contained in this article is based on work supported by the NBPTS. Any opinions, findings, conclusions, and recommendations expressed herein are those of the authors and do not necessarily reflect the views of the NBPTS, Emory University, ETS, or the University of Illinois at Chicago.
Engelhard
George
G
Emory University, Atlanta, GA 30322, USA. gengelh@emory.edu
Myford
Carol M
CM
D000328:Adult; D000368:Aged; D005069:Evaluation Studies as Topic; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D015233:Models, Statistical; D011361:Professional Competence / Q000592:standards* / Q000706:statistics & numerical data; D013663:Teaching / Q000592:standards*