The Tsang-Hester Observation Rubric (THOR) was originally developed for use with beginning teachers in grades K-12, while the Comprehensive School Reform Classroom Observation System (CSRCOS) was developed for use in low-income schools implementing a comprehensive school reform program, especially for grades 3–5. In a subset of 91 schools, data was collected in grade 3–5 classrooms with both of these instruments. The PI will test whether the factor structure of the CSRCOS (Assessment, Classroom Management, and Instruction) cross-validates across different socioeconomic populations. Second, he will examine how similar or different the underlying factor structures of the two instruments are. Lastly, he will assess the validity of these teacher practices instruments by examining the impact on student achievement.
How can we improve the psychometric properties of two classroom-based observation instruments used to gather information about effective teaching?