[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592745-105":59,"doc-detail-592745-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","variance-and-reliability-in-special-educator-observation-rubrics","Variance and Reliability in Special Educator Observation Rubrics","","This study develops and undertakes initial psychometric evaluation of the Recognizing Effective Special Education Teachers (RESET) observation instrument. Using generalizability theory, it compares two rubric versions: one with general performance-level descriptors and one with item-specific descriptors. Eight raters score videos of explicit instruction in intervention settings. Four-facet, crossed mixed-model analyses estimate variance components and reliability indices, showing item-specific descriptors reduce unwanted variance and increase reliability. Implications for intervention and teacher evaluation are discussed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/variance-and-reliability-in-special-educator-observation-rubrics/592745/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/variance-and-reliability-in-special-educator-observation-rubrics/592745.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What instrument does the study evaluate?","Question",{"text":112,"@type":113},"The study develops and evaluates the Recognizing Effective Special Education Teachers (RESET) observation instrument for explicit instruction in special education intervention settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the two rubric versions differ?",{"text":117,"@type":113},"One rubric uses general descriptors of performance levels, while the other uses item-specific descriptors of performance levels.",{"name":119,"@type":110,"acceptedAnswer":120},"What method is used to estimate reliability and variance?",{"text":121,"@type":113},"Generalizability theory with a four-facet, crossed, mixed-model design estimates variance components and reliability indices from the rubric scores.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592745,1792208647,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Variance and Reliability in Special Educator Observation Rubrics  \nAngela R. Crawford, EdD 1, Evelyn S. Johnson, EdD 1, Laura A. Moylan, MA 1, and Yuzhu Zheng, PhD 1  \nAssessment for Effective Intervention 2019, Vol. 45(1) 27–37  \n© Hammill Institute on Disabilities 2018 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/1534508418781010](DOI: 10.1177/1534508418781010)[ ](DOI: 10.1177/1534508418781010)[aei.sagepub.com](aei.sagepub.com)  \nAbstract  \nThis study describes the development and initial psychometric evaluation of the Recognizing Effective Special Education Teachers (RESET) observation instrument. The study uses generalizability theory to compare two versions of a rubric, one with general descriptors of performance levels and one with item-specific descriptors of performance levels, for evaluating special education teacher implementation of explicit instruction. Eight raters (four for each version of the rubric) viewed and scored videos of explicit instruction in intervention settings. The data from each rubric were analyzed with a four facet, crossed, mixed-model design to estimate the variance components and reliability indices. Results show lower unwanted sources of variance and higher reliability indices with the rubric with item-specific descriptors of performance levels. Contributions to the fields of intervention and teacher evaluation are discussed.  \nKeywords  \nspecial education teacher evaluation, explicit instruction, observation systems, generalizability theory  \nTeacher observation systems (OSs) are seen as an important component of education reform because they offer the opportunity to evaluate teaching practice, facilitate accountability, and support professional growth (Cohen & Goldhaber, 2016; Hill & Grossman, 2013) . To accomplish this, OSs must meet two criteria: (a) they must be context specific to provide concrete guidance for improving practice and (b) they must provide accurate and consistent evaluations of a teacher’s ability to implement the desired instructional practices (Hill & Grossman, 2013) . Many OSs, however, are not designed to measure implementation of evidence-based instructional practices (EBPs) within a particular context, limiting the quality of the feedback provided to teachers through this mechanism (Grossman et al., 2009) . This is especially the case in special education, afield for which there are few instruments that detail the EBPs that are effective for students with disabilities (SWD; Johnson & Semmelroth, 2014) .  \nOften, observation instruments used by districts and states for accountability are designed for broad application across contexts (Cohen & Goldhaber, 2016; Goe, Bell, & Little, 2008), which may limit the degree to which they can provide specific feedback to teachers working with SWD. For example, two commonly used instruments, framework for teaching (FFT; Danielson, 2007) and the classroom assessment scoring system (CLASS; Pianta, Hamre, Haynes, Mintz, & La Paro, 2006), measure implementation of practices across a general instructional settings, rather than focusing on practices that best support students in interventions.  \nSeveral observation instruments have been designed for special education, intervention contexts, or for special populations, including the Reading Instruction in Special Education (RISE; Klingner, Urbach, Golos, Brownell, & Menon, 2010), the Classroom Observations of Student– Teacher Interactions (COSTI; Smolkowski & Gunn, 2012), and the English Learner Classroom Observation Instrument (ELCOI; Baker, Gersten, Haager, & Dingle, 2006) . However, these instruments were designed to characterize the nature of instructional interactions, address multiple aspects of classroom interactions, and/or provide feedback specific to grade bands or content areas. Design of an instrument with one purpose in mind does not necessarily support its application for an","cbCaifqf8oovbR3k","https://ap.wps.com/l/cbCaifqf8oovbR3k","pdf",979829,11,"English","# Abstract\n## Instrument development and comparison\n## Raters and data collection\n## Variance components and reliability results\n## Implications","[{\"question\":\"What instrument does the study evaluate?\",\"answer\":\"The study develops and evaluates the Recognizing Effective Special Education Teachers (RESET) observation instrument for explicit instruction in special education intervention settings.\"},{\"question\":\"How do the two rubric versions differ?\",\"answer\":\"One rubric uses general descriptors of performance levels, while the other uses item-specific descriptors of performance levels.\"},{\"question\":\"What method is used to estimate reliability and variance?\",\"answer\":\"Generalizability theory with a four-facet, crossed, mixed-model design estimates variance components and reliability indices from the rubric scores.\"}]","Variance and Reliability in Special Educator Observation Rubrics | PDF",1792075362,28]