Use of Multiple Assessments for Measuring Teacher Practice: An Initial Investigation for Educational Practice
Christopher M. Dudek, Ryan J. Kettler, Linda A. Reddy, Alexander Kurz

Abstract
The present study examined the relationship between observer scores on three unique classroom observational assessments: the Danielson Framework for Teaching, the Classroom Strategies Assessment System, and the Instructional Learning Opportunities Guidance System. Each observational assessment measures teaching practices from a different theoretical perspective and methodological framework. Nine observers were trained to criterion for each measure and independently coded a series of ten classroom videos from teachers in Grades K to 12 using the FFT, CSAS, and MyiLOGS. Viewing order of the videos and measure completion for each observer was randomized to prevent presentation order bias. Pearson correlations were computed between measures. Findings indicated that the measures offer conceptually similar and dissimilar constructs, and yield complementary information for educator evaluation practices. Implications for research, practice, and policy are presented.

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