Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6488
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dc.contributor.authorChen, Ying
dc.contributor.authorYim, Rachel A.
dc.contributor.authorKogen, Richard
dc.contributor.authorStieff, Mike
dc.contributor.authorSuperfine, Alison Castro
dc.date.accessioned2020-07-08T23:53:48Z
dc.date.accessioned2020-07-09T04:29:56Z-
dc.date.available2020-07-08T23:53:48Z
dc.date.available2020-07-09T04:29:56Z-
dc.date.issued2020-06
dc.identifier.citationChen, Y., Yim, R. A., Kogen, R., Stieff, M., & Superfine, A. C. (2020). Rethinking Rater Effects When Using Teacher Observation Protocols. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2022-2029). Nashville, Tennessee: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.2022
dc.identifier.urihttps://repository.isls.org//handle/1/6488-
dc.description.abstractAnalysis of teacher practice using observation protocols is often adversely impacted by construct-irrelevant sources of variance. Identifying and understanding these factors and controlling their effects are crucial for improving the validity and reliability of observation protocols. Here, we describe the application of many-faceted Rasch model (MFRM) to account for these effects in learning sciences research. We used data from 172 high school chemistry classroom videos to illustrate the utility of MFRM to model latent constructs related to raters. The analysis shows our raters can display high internal consistency with varying levels of bias despite intensive training. Such differences can significantly impact claims about teacher practice. We demonstrate how MFRM can incorporate these differences into a model that accounts for rater biases and other threats to validity. Additionally, the model allows for the incorporation of individual raters’ expertise into measures of teacher practice by accounting for identified variability without removing it.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectTeaching and Teacher Learningen_US
dc.titleRethinking Rater Effects When Using Teacher Observation Protocolsen_US
dc.typeLong Paperen_US
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