Validity of the teaching assessment portfolio used by the Chilean National Teacher Evaluation System
This paper reports analyses concerning the validity of the teaching assessment portfolio used by the Chilean National Teacher Evaluation System (NTES). As part of a validation effort, we look at the following facets of the NTES: 1) the dimensionality of the instrument, 2) the performance of the indicators in distinguishing teacher performance levels, and 3) the robustness of the teacher classification into performance levels. On the topic of dimensionality, we discuss the complexity of assessing and summarizing the myriad of aspects involved in teacher practice into a single set of performance levels (Unsatisfactory, Basic, Proficient, Outstanding) and compare the NTES model to alternative theoretical models used by other well-known teacher assessment instruments.
Regarding the performance of the indicators used to rate teacher performance in the portfolio, we use the Level Partial Credit Model (L-PCM) to examine the extent to which the indicators support the determination of a set of performance cut-points. To examine the robustness of teacher classification, we compare the NTES classification to alternative classifications produced by three latent variable models: 1) the L-PCM, 2) the Latent Class extension to the L-PCM, and 3) an Ordered Latent Class Model.
David Torres Irribarra is currently a researcher at MIDE, the measurement center at Pontificia Universidad Católica de Chile. His main research interests are on (a) latent variable modeling and (b) the theoretical foundations of assessment in the social sciences.