All seven dimensions of instructional practice with quantitative data are modestly but significantly related to teachers' value-added scores¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Each of the seven dimensions with quantitative data shows a modest but statistically significant relationship with teachers' value-added scores. → Brian Gill 2016
Evidence¶
Brian Gill 2016¶
Brian Gill, Megan Shoji, Thomas Coen, Kate Place. (2016). The Content, Predictive Power, and Potential Bias in Five Widely Used Teacher Observation Instruments. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. https://ies.ed.gov/ncee/edlabs/regions/midatlantic
q2 · i? · associational · r?
In the report's analysis of the relationship between observation scores and student learning using Measures of Effective Teaching project data, "All seven of the dimensions of instructional practice with quantitative data are modestly but significantly related to teachers’ value-added scores." No effect sizes are printed in the available text.
"All seven of the dimensions of instructional practice with quantitative data are modestly but significantly related to teachers’ value-added scores."
Discussion¶
Related Claims¶
- The classroom management dimension is most consistently and strongly related to teachers' value-added scores across instruments, subjects, and grades — related
- Eight of ten dimensions of instructional practice are common across all five examined teacher observation instruments — related
- Observation scores are modestly positively associated with individual value-added (adjusted correlation 0.349) but only weakly associated with performance tasks (0.108) and school-wide literacy value-added (0.119) — a narrower finding that bears on this claim
- Observation scores and student surveys were moderately correlated with student learning and likely captured different dimensions of teaching quality — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
observation-dimensions-modestly-significantly-related-to-value-added |
title |
All seven dimensions of instructional practice with quantitative data are modestly but significantly related to teachers' value-added scores |
description |
All seven dimensions of instructional practice with quantitative data are modestly but significantly related to teachers' value-added scores |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — brian-gill-2016 |
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