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Examining the Validity of a State Policy-Directed Framework for Evaluating Teacher Instructional Quality: Informing Policy, Impacting Practice


This study examines validity evidence of a state policy-directed teacher evaluation system implemented in Arizona during school year 2012-2013. The purpose was to evaluate the warrant for making high stakes, consequential judgments of teacher competence based on value-added (VAM) estimates of instructional impact and observations of professional practice (PP). The research also explores educator influence (voice) in evaluation design and the role information brokers have in local decision making. Findings are situated in an evidentiary and policy context at both the LEA and state policy levels.

The study employs a single-phase, concurrent, mixed-methods research design triangulating multiple sources of qualitative and quantitati... (more)
Created Date 2015
Contributor Sloat, Edward F. (Author) / Wetzel, Keith (Advisor) / Amrein-Beardsley, Audrey (Advisor) / Ewbank, Ann (Committee member) / Shough, Lori (Committee member) / Arizona State University (Publisher)
Subject Educational evaluation / Educational tests & measurements / Education policy / Evaluation / Measurement / Policy / Validity
Type Doctoral Dissertation
Extent 888 pages
Language English
Reuse Permissions All Rights Reserved
Note Doctoral Dissertation Educational Leadership and Policy Studies 2015
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis