UMD Theses and Dissertations

Permanent URI for this collectionhttp://hdl.handle.net/1903/3

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.

More information is available at Theses and Dissertations at University of Maryland Libraries.

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Author: search.filters.author.Berger, Jill M.Subject: search.filters.subject.Educational Tests and Measurements

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    Measuring Teaching Practices: Does A Self-Report Measure Of Instruction Predict Student Achievement?
    (2010) Berger, Jill M.; Gottfredson, Gary D.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Teachers affect student achievement. Measuring what makes teachers "effective" is a challenge without a clear definition of the construct or constructs involved. Self-reports cost little and allow for data collection from large samples, but the reliability and validity of self-report measures for studying teacher effectiveness have not been adequately examined. This study explored the utility of a self-report measure of instruction (Instructional Practices Scale). Hierarchical linear modeling was used to examine the effects of the scale on students' reading and math standardized test scores and report card grades. Although the scale showed small to moderate relationships with teacher characteristics, results suggested little predictive validity and little discriminant validity. Further, the effects of teacher-reported instruction on achievement were not dependent on students' entering level of achievement. When measuring loosely defined constructs such as "effective instruction," the cost of using a self-report measure may outweigh the benefits.