Determining the Measurement Quality of a Montessori High School Teacher Evaluation Survey

Anthony Philip Setari, Kelly Bradley

Abstract


The purpose of this study was to conduct a psychometric validation of a course evaluation instrument, known as a student evaluation of teaching (SET), implemented in a Montessori high school. The authors demonstrate to the Montessori community how to rigorously examine the measurement and assessment quality of instruments used within Montessori schools. The Montessori high school community needs an SET that has been rigorously examined for measurement issues. The examined SET was developed by a Montessori high school, and the sample data were collected from Montessori high school students. Using a Rasch partial credit model, the results of the analysis identified several measurement issues, including multidimensionality, misfit items, and inappropriate item difficulty levels. A revised version of the SET underwent the same analysis procedure, and the results indicated that measurement issues persisted. The authors suggest several ways to improve the overall measurement quality of the instrument while keeping the Montessori foundation. Additional validation studies with a revised version of the SET will be needed before the instrument can be endorsed for full implementation in a Montessori setting.


Keywords


Erdkinder; Rasch Modeling; Survey Research

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DOI: https://doi.org/10.17161/jomr.v3i1.5871

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Copyright (c) 2017 Anthony Philip Setari, Kelly Bradley

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ISSN:  2378-3923