Investigating the validity and reliability of the Vanderbilt Assessment of Leadership in Education

Journal article

Porter, Andrew, Polikoff, Morgan, Goldring, Ellen, Murphy, Joseph, Elliott, Stephen and May, Henry. (2010). Investigating the validity and reliability of the Vanderbilt Assessment of Leadership in Education. The Elementary School Journal. 111(2), pp. 282 - 313. https://doi.org/10.1086/656301
AuthorsPorter, Andrew, Polikoff, Morgan, Goldring, Ellen, Murphy, Joseph, Elliott, Stephen and May, Henry
Abstract

The Vanderbilt Assessment of Leadership in Education (VAL-ED) is a multirater assessment of principals' learning-centered leadership. The instrument was developed based on the Standards for Educational and Psychological Testing. In this article, we report on the validity and reliability evidence for the VAL-ED accumulated in a national field trial. Using data from more than 270 schools across a wide range of settings, we found that the instrument was reliable for measuring principals' learning-centered leadership. Furthermore, there was mostly positive evidence that the VAL-ED distinguished among subscales of principal performance. In conjunction with findings from the VAL-ED development phase, these results support the conclusion that the VAL-ED can be used by K–12 schools to assess learning-centered leadership.

Year2010
JournalThe Elementary School Journal
Journal citation111 (2), pp. 282 - 313
PublisherUniversity of Chicago Press
ISSN0013-5984
Digital Object Identifier (DOI)https://doi.org/10.1086/656301
Scopus EID2-s2.0-78650399785
Page range282 - 313
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationUnited States of America
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