We used multilevel analysis to examine the predictive validity of scores from the Framework for Teaching (FFT), the observation measure used most often to evaluate teachers’ instruction. We investigated how well 81 kindergarten teachers’ FFT scores for eight reading and eight mathematics lessons observed throughout the year predicted students’ year-end achievement and motivation in reading and mathematics, controlling for students’ sex, ethnicity, and achievement entering kindergarten. Standardized reading and mathematics achievement were each predicted by FFT scores; however, they accounted for very little of the overall variance in students’ achievement: 2.5% for reading and 1.3% for mathematics. Neither students’ end-of-year criterion-referenced achievement nor motivation were predicted by FFT scores.

中文翻译：

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课堂观察的预测效度：教师的教学成绩框架是否可以预测幼儿园的学习成绩和动机？

我们使用多层次分析来检查教学框架（FFT）中分数的预测有效性，该框架是最常用于评估教师教学的观察指标。我们调查了一年中观察到的81个幼儿园老师在八次阅读和八门数学课上的FFT得分如何预测学生的年终成就以及阅读和数学的动机，控制了学生的性别，种族和进入幼儿园的成就。分别通过FFT分数预测标准化阅读和数学成绩；但是，它们只占学生成绩总体差异的很小一部分：阅读占2.5％，数学占1.3％。FFT分数均无法预测学生的年终标准参考成绩或动机。