Examining the Factor Structure Underlying the TAP System for Teacher and Student Advancement

Principal Investigator(s):  View help for Principal Investigator(s) Edward F Sloat, Arizona State University; Audrey Amrein-Beardsley, Arizona State University; Kent E Sabo, Clark County School District

Version:  View help for Version V1

Name File Type Size Last Modified
READ-ME---TAP-Data-Cross-Reference-Guide.docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 14.9 KB 12/27/2018 09:31:AM
Second-Rating-CFA-2-Level-TWOLEVEL.inp text/plain 831 bytes 12/27/2018 09:14:AM
Second-Rating-CFA-CAT-2-Level-COMPLEX.inp text/plain 596 bytes 05/19/2017 02:02:PM
Second-Rating-CFA-Cat.inp text/plain 520 bytes 05/25/2017 01:51:PM
Second-Rating-CFA-with-2nd-order-Common-factor-Cat-COMPLEX.inp text/plain 768 bytes 05/19/2017 10:19:AM
Second-Rating-CFA-with-Common-BiFactor-Cat-COMPLEX.inp text/plain 1.1 KB 07/10/2018 10:52:AM
Second-Rating-CFA-with-Common-BiFactor-No-Instruct-Cat-COMPLEX.inp text/plain 1.1 KB 05/29/2017 05:04:PM
Second-Rating-EFA-CAT-TWO-LEVEL.inp text/plain 618 bytes 05/29/2017 04:02:PM
Second-Rating-EFA-CAT-TWOLEVEL-Calibration-Rand1-50pct.inp text/plain 652 bytes 05/26/2017 01:42:PM
Second-Rating-EFA-CAT-TWOLEVEL-Calibration-Rand2-50pct.inp text/plain 652 bytes 05/26/2017 07:57:PM

Project Citation: 

Sloat, Edward F, Amrein-Beardsley, Audrey, and Sabo, Kent E. Examining the Factor Structure Underlying the TAP System for Teacher and Student Advancement. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-08-09. https://doi.org/10.3886/E107903V1

Project Description

Summary:  View help for Summary In this study, we investigated the factor structure underlying the TAP System for Teacher and Student Advancement using confirmatory and exploratory factor–analytic methods and under conditions of multilevel (nested) data structures and ordinal measurement scales. We found evidence of generally poor fit with the system’s posited first-order, three-factor structure with relatively large correlations among measured dimensions. Exploratory analysis suggests one to two interpretable factors, one of which accounts for the majority of explained variance (i.e., a general or common underlying factor). Higher-order modeling confirms the presence of a bifactor structure composed of a single general trait supported by one or two subscales. We use this evidence to question the validity of the inferences drawn from TAP subscale scores. We accordingly discuss implications for low- and high-stakes applications of TAP output, especially when consequential decisions are attached to subscale-level estimates (i.e., teacher compensation based on latent performance as rated through weighted subscales).

Scope of Project

Subject Terms:  View help for Subject Terms accountability; educational reform; evaluation; teacher assessment; performance assessment; factor analysis; multilevel modeling; accountability; accountability; educational reform; accountability; educational reform; evaluation; teacher assessment; performance assessment; factor analysis; accountability; educational reform; evaluation; teacher assessment; accountability; educational reform; evaluation; teacher assessment; performance assessment
Time Period(s):  View help for Time Period(s) 2011 – 2012
Collection Date(s):  View help for Collection Date(s) 2011 – 2012
Universe:  View help for Universe K-12 Students, K-12 Classroom Teachers, K-12 Public Schools, United States
Data Type(s):  View help for Data Type(s) administrative records data; observational data; other
Collection Notes:  View help for Collection Notes Data represents observational evaluation scores for public (non-charter) school classroom teachers in elementary, middle school, and high school settings. Data elements represent scores on a 5-option Likert scale (Integer; Low=1, High=5) across 19 observational components. Data represents evaluation ratings for 1,313 classroom teachers across 14 school districts and 54 campus locations. 

Methodology

Response Rate:  View help for Response Rate Data was originally available for 1,497 classroom teachers. Data integrity issues reduced this amount to a usable 1,313 individuals (88%).  
Sampling:  View help for Sampling District, school campus, and classroom teacher evaluation data was obtained from a state-wide public school support project which implemented the TAP teacher evaluation system. Agency (district/school) participation in the project was self-selected. 
Data Source:  View help for Data Source Data for the research was obtained from a public school support program managed by the state's Department of Education and local university. 
Collection Mode(s):  View help for Collection Mode(s) coded on-site observation
Scales:  View help for Scales Observational Rubric Scoring: Five-option (Integer) Likert Scale (Lowest = 1, Highest = 5)
For each classroom teacher a total of 19 observational scores were recorded, one each for the instructional actions/components evaluated by the TAP System of Evaluation. 
 
Weights:  View help for Weights Data was not weighted.
Unit(s) of Observation:  View help for Unit(s) of Observation Individual
Geographic Unit:  View help for Geographic Unit Individual with school campus and district

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V1 [2019-08-09]

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