A known group analysis validity study of the Vanderbilt Assessment of Leadership in Education in US elementary and secondary schools

Journal article

Minor, Elizabeth Covay, Porter, Andrew C., Murphy, Joseph, Goldring, Ellen B., Cravens, Xiu and Elliott, Stephen N.. (2014). A known group analysis validity study of the Vanderbilt Assessment of Leadership in Education in US elementary and secondary schools. Educational Assessment, Evaluation and Accountability. 26(1), pp. 1 - 20. https://doi.org/10.1007/s11092-013-9180-z
AuthorsMinor, Elizabeth Covay, Porter, Andrew C., Murphy, Joseph, Goldring, Ellen B., Cravens, Xiu and Elliott, Stephen N.
Abstract

The Vanderbilt Assessment of Leadership in Education (VAL-ED) provides educators with a tool for principal evaluation based on principal, teacher, and supervisor reports of principals’ learning-centered leadership. In this study, we conduct a known group analysis as part of a larger argument for the validity of the VAL-ED in US elementary and secondary schools. We asked superintendents to select the principals in their district who they believe in performance of their duties are in the top 20 % and the bottom 20 %. We ask how accurately VAL-ED scores can identify membership of the two known groups. Using a discriminant analysis, the VAL-ED places principals in the superintendent groups, on average, 70 % of the time for both elementary and secondary schools. Placement accuracy is greater for the top group than the bottom group.

Year2014
JournalEducational Assessment, Evaluation and Accountability
Journal citation26 (1), pp. 1 - 20
ISSN1874-8597
Digital Object Identifier (DOI)https://doi.org/10.1007/s11092-013-9180-z
Page range1 - 20
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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