INVESTIGATING THE VALIDITY AND RELIABILITY OF THE VANDERBILT ASSESSMENT OF LEADERSHIP IN EDUCATION

被引：26

作者：

Porter, Andrew C. ^{[1
]}

Polikoff, Morgan S. ^{[2
]}

Goldring, Ellen B. ^{[3
]}

Murphy, Joseph ^{[3
]}

Elliott, Stephen N. ^{[4
]}

May, Henry ^{[1
]}

机构：

[1] Univ Penn, Consortium Policy Res Educ, Philadelphia, PA 19104 USA

[2] Univ So Calif, Rossier Sch Educ, Los Angeles, CA 90089 USA

[3] Vanderbilt Univ, Dept Leadership Policy & Org, Nashville, TN USA

[4] Vanderbilt Univ, Ctr Assessment & Intervent Res, Nashville, TN USA

来源：

ELEMENTARY SCHOOL JOURNAL | 2010年 / 111卷 / 02期

关键词：

STANDARDS; IMPACT;

D O I：

10.1086/656301

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：282 / 313

页数：32

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