My da|ra Login

Detailed view

metadata language: English

Examining the Factor Structure Underlying the TAP System for Teacher and Student Advancement

Version
V0
Resource Type
Dataset : administrative records data, observational data, other
Creator
  • Sloat, Edward F (Arizona State University)
  • Amrein-Beardsley, Audrey (Arizona State University)
  • Sabo, Kent E (Clark County School District)
Publication Date
2019-01-04
Free Keywords
[accountability; educational reform; evaluation; teacher assessment; performance assessment; factor analysis; multilevel modeling; , accountability; , accountability; educational reform; , accountability; educational reform; evaluation; teacher assessment; performance assessment; factor analysis; , accountability; educational reform; evaluation; teacher assessment; , accountability; educational reform; evaluation; teacher assessment; performance assessment; ]
Description
  • Abstract

    In this study, we investigated the factor structure underlying the TAP System for Teacher and Student Advancement using confirmatory and exploratory factor–analytic methods and under conditions of multilevel (nested) data structures and ordinal measurement scales. We found evidence of generally poor fit with the system’s posited first-order, three-factor structure with relatively large correlations among measured dimensions. Exploratory analysis suggests one to two interpretable factors, one of which accounts for the majority of explained variance (i.e., a general or common underlying factor). Higher-order modeling confirms the presence of a bifactor structure composed of a single general trait supported by one or two subscales. We use this evidence to question the validity of the inferences drawn from TAP subscale scores. We accordingly discuss implications for low- and high-stakes applications of TAP output, especially when consequential decisions are attached to subscale-level estimates (i.e., teacher compensation based on latent performance as rated through weighted subscales).
  • Weighting

    Data was not weighted.
  • Technical Information

    Response Rates: Data was originally available for 1,497 classroom teachers. Data integrity issues reduced this amount to a usable 1,313 individuals (88%).
  • Technical Information

    Presence of Common Scales: Observational Rubric Scoring: Five-option (Integer) Likert Scale (Lowest = 1, Highest = 5)
    For each classroom teacher a total of 19 observational scores were recorded, one each for the instructional actions/components evaluated by the TAP System of Evaluation.
Temporal Coverage
  • 2011-01-01 / 2012-12-31
    Time Period: Sat Jan 01 00:00:00 EST 2011--Mon Dec 31 00:00:00 EST 2012
  • 2011-01-01 / 2012-12-31
    Collection Date(s): Sat Jan 01 00:00:00 EST 2011--Mon Dec 31 00:00:00 EST 2012
Sampled Universe
K-12 Students, K-12 Classroom Teachers, K-12 Public Schools, United StatesSmallest Geographic Unit: Individual with school campus and district
Sampling
District, school campus, and classroom teacher evaluation data was obtained from a state-wide public school support project which implemented the TAP teacher evaluation system. Agency (district/school) participation in the project was self-selected. 
Collection Mode
  • coded on-site observation~~

    Data represents observational evaluation scores for public (non-charter) school classroom teachers in elementary, middle school, and high school settings. Data elements represent scores on a 5-option Likert scale (Integer; Low=1, High=5) across 19 observational components. Data represents evaluation ratings for 1,313 classroom teachers across 14 school districts and 54 campus locations. 

Availability
Download

Update Metadata: 2019-08-09 | Issue Number: 1 | Registration Date: 2019-08-09

Sloat, Edward F; Amrein-Beardsley, Audrey; Sabo, Kent E (2019): Examining the Factor Structure Underlying the TAP System for Teacher and Student Advancement. Version: V0. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E107903