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Developing an understanding procedures observation rubric for mathematics intervention teachers
Author(s) -
Crawford Angela R.,
Johnson Evelyn S.,
Zheng Yuzhu Z.,
Moylan Laura A.
Publication year - 2020
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/ssm.12393
Subject(s) - rubric , rasch model , intervention (counseling) , mathematics education , psychology , quality (philosophy) , pedagogy , developmental psychology , psychiatry , philosophy , epistemology
This study describes the initial psychometric evaluation of an Understanding Procedures observation rubric. The instrument is intended to provide feedback to teachers working in mathematics intervention settings. The rubric translates the research base from mathematics education and special education into practice in the form of specific items and descriptors of performance levels. A sample of 16 intervention teachers across three states provided three videos each of their instruction of students in mathematics intervention classes. Ten external raters evaluated the videos. We analyze the ratings using many‐facet Rasch measurement. Analyses of the teacher, item, rater, and lesson facets show good psychometric quality for the instrument. Implications for research and professional development are discussed.