A test-retest analysis of the Vanderbilt Assessment for Leadership in Education in the USA

Journal article

Minor, Elizabeth Covay, Porter, Andrew C., Murphy, Joseph, Goldring, Ellen B. and Elliott, Stephen. (2016). A test-retest analysis of the Vanderbilt Assessment for Leadership in Education in the USA. Educational Assessment, Evaluation and Accountability. 29(2), pp. 211 - 224. https://doi.org/10.1007/s11092-016-9254-9
AuthorsMinor, Elizabeth Covay, Porter, Andrew C., Murphy, Joseph, Goldring, Ellen B. and Elliott, Stephen
Abstract

The Vanderbilt Assessment for Leadership in Education (VAL-ED) is a 360-degree learning-centered behaviors principal evaluation tool that includes ratings from the principal, supervisors, and teachers. The current study assesses the test-retest reliability of the VAL-ED for a sample of seven school districts as part of multiple validity and reliability assessments based on various samples of real users of the VAL-ED. We administered the VAL-ED twice and examined the correlations and mean differences between time 1 and time 2. We find that the principal and teacher ratings from time 1 and time 2 have large, positive, and significant correlations. Additionally, for both time points, principals are rated as being at least satisfactorily effective. Principals rate themselves slightly higher at time 2, while teachers rate principals slightly higher at time 1.

KeywordsLearning-centered leadership; Test-retest reliability; Principal evaluation
Year2016
JournalEducational Assessment, Evaluation and Accountability
Journal citation29 (2), pp. 211 - 224
PublisherSpringer Netherlands
ISSN1874-8597
Digital Object Identifier (DOI)https://doi.org/10.1007/s11092-016-9254-9
Scopus EID2-s2.0-84996879889
Page range211 - 224
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationNetherlands
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