Despite growing interest in formative assessment of teacher practices, research on rates of change in teachers' practices is sparse. This is the first study to examine the characteristics of observed change in classroom practices using the Classroom Strategies Assessment System (CSAS) across alternative schedules of data collection during instructional coaching. Our primary objectives included examining (a) the magnitude, variability, and precision of estimates of average rates of change in teacher practices and (b) the impact of data collection duration (i.e., number of weeks of data collection) and density (i.e., the number of classroom observations per week) on the precision of estimates of rates of change over time. A sample of teachers (N = 63) participating in instructional coaching was observed 14 times during coaching using the CSAS. Findings revealed a significant gradual improvement in strategy use, with significant between-teacher variation in rates of change. The frequency of observations was associated with the precision of estimates for average rates of change across teachers and for individual teachers, providing initial guidance on minimum number of observations required to monitor change in practice over time. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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形成性教师评估中变化的估计值的大小和精度。

尽管人们对教师行为的形成性评估越来越感兴趣，但是对教师行为变化率的研究却很少。这是第一项研究，目的是通过课堂策略评估系统（CSAS）跨教学指导期间的数据收集的其他时间表检查课堂实践中观察到的变化的特征。我们的主要目标包括检查（a）教师行为平均变化率的估计值的大小，变异性和准确性，以及（b）数据收集持续时间（即数据收集的周数）和密度（即每周课堂观察次数），以估算随时间变化率的精确度。在使用CSAS的教练期间，观察了14名参加指导教练的教师样本（N = 63）。调查结果表明，策略使用方面有明显的逐步改善，教师间的变化率也有很大差异。观察的频率与教师和个别教师的平均变化率的估计精度有关，为监测随时间变化的实践所需的最小观察数提供了初步指导。（PsycINFO数据库记录（c）2020 APA，保留所有权利）。