ABSTRACT High-quality measures of instructional practice are essential for research and evaluation of innovative instructional policies and programs. However, existing measures have generally proven inadequate because of cost and validity issues. This paper addresses two potential drawbacks of survey self-report measures: variation in teachers’ interpretation of response scales and their interpretation of survey questions. To address these drawbacks, researchers tested out use of “anchoring vignettes“ in teacher surveys to capture information about teaching practice, and they gathered validity evidence in regard to their use as a tool for adjusting teachers’ survey self-reports about their instructional practices for research purposes, or potentially to inform professional development. Data from 65 teachers in grades 4-9 responding to our survey suggested that vignette adjustments were reliable and valid for some instructional practices more than others. For some instructional practices, researchers found significant and high correlations between teachers’ adjusted survey self-rating, through use of anchoring vignettes, and previous observation ratings of teachers’ instruction, including ratings from several widely-used observation rubrics. These results suggest that anchoring vignettes may provide an efficient, cost-effective method for gathering data on teachers’ instruction.

中文翻译：

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有效证据支持使用锚定小插图来衡量教学实践

摘要教学研究的高质量措施对于创新性教学政策和计划的研究和评估至关重要。但是，由于成本和有效性问题，通常已证明现有措施不足。本文探讨了调查自我报告测度的两个潜在缺陷：教师对回答量表的解释和对调查问题的解释的差异。为了解决这些弊端，研究人员测试了在教师调查中使用“锚定小插曲”来获取有关教学实践的信息，并收集了有效性证据，证明其可用作调整教师关于其教学实践的调查自我报告的工具。研究目的，或可能有助于专业发展。来自65位4-9年级老师的数据回应了我们的调查，表明小插图调整对某些教学实践的可靠性和有效性要强于其他教学实践。在某些教学实践中，研究人员发现，通过使用锚定小插曲，教师调整后的调查自评与先前的教师教学观察评比之间存在显着且高度相关性，其中包括来自几种广泛使用的观察表的评级。这些结果表明，锚定小插曲可能为收集有关教师指导的数据提供一种有效，具有成本效益的方法。通过使用锚定小插曲，以及以前对教师教学的观察评分，包括几种常用观察法的评分。这些结果表明，锚定小插曲可能为收集有关教师指导的数据提供一种有效，具有成本效益的方法。通过使用锚定小插曲，以及以前对教师教学的观察评分，包括几种常用观察法的评分。这些结果表明，锚定小插曲可能为收集有关教师指导的数据提供一种有效，具有成本效益的方法。