The purpose of this study was to explore the feasibility and validity of using time-series design in the assessment of teaching effectiveness. One outstanding beginning chemistry teacher, one experienced chemistry teacher, and two classes of students taught by the two teachers participated in the study. Despite the constraints inherent in the design, the results indicate that time-series procedures are effective for monitoring student learning and assessing teaching effectiveness. The time-series data reveal a sharp drift of the learning curve in the "treatment" stage. Additionally, the data show high correlations with established tests and discrimination between high and low achievers. Furthermore, the results of the time-series methodology reported here were corroborated by analyses of videotapes of the classroom teaching. Although the theoretical validity of the time-series approach has been confirmed, further studies should be undertaken to demonstrate its practical utility.
|Original language||English (US)|
|Number of pages||14|
|State||Published - Jul 1999|