In the state of West Virginia, the educator evaluation system was implemented in 2010 as part of a comprehensive system of support to increase teacher effectiveness and student learning. As part of the system, the Educator Evaluation Instrument was developed to measure teachers' effectiveness. This study was conducted to determine whether the Educator Evaluation Instrument was valid for use in measuring effectiveness.
A hierarchical confirmatory factor analysis (HCFA) was conducted on the scores from the demonstration year. The data were not normal, nor was good model fit established based on the current model. Because good model fit could not be established, an exploratory factor analysis was conducted, which through principal component analysis, four components were extracted and utilized as the first-order factors in the HCFA. With the new model, good fit was established, and therefore redesigning the Educator Evaluation Instrument to align with the new components is recommended to ensure validity of use.
","abstract_html":"<p>In the state of West Virginia, the educator evaluation system was implemented in 2010 as part of a comprehensive system of support to increase teacher effectiveness and student learning. As part of the system, the <i>Educator Evaluation Instrument</i> was developed to measure teachers' effectiveness. This study was conducted to determine whether the <i>Educator Evaluation Instrument</i> was valid for use in measuring effectiveness.</p> <p>A hierarchical confirmatory factor analysis (HCFA) was conducted on the scores from the demonstration year. The data were not normal, nor was good model fit established based on the current model. Because good model fit could not be established, an exploratory factor analysis was conducted, which through principal component analysis, four components were extracted and utilized as the first-order factors in the HCFA. With the new model, good fit was established, and therefore redesigning the <i>Educator Evaluation Instrument</i> to align with the new components is recommended to ensure validity of use.</p>","abstract_has_math":false,"creators":["Howe, Carla"],"institution":null,"degree_name":"Ph.D.","degree_level":"Open Access Dissertation","degree_discipline":"Education Evaluation and Research","degree_department":null,"school":null,"contributors":["Shlomo Sawilowsky"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-01T08:00:00Z","date_published":"2014-01-01T08:00:00Z","updated_at":"2026-07-24T05:59:39Z","subjects":["effectiveness","evaluation","instrument","validity","Educational Assessment, Evaluation, and Research","Education Policy"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/987","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Shlomo Sawilowsky"]},{"key":"dc:creator","label":"Author","values":["Howe, Carla"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education Evaluation and Research"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["effectiveness","evaluation","instrument","validity","Educational Assessment, Evaluation, and Research","Education Policy"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/987"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In the state of West Virginia, the educator evaluation system was implemented in 2010 as part of a comprehensive system of support to increase teacher effectiveness and student learning. As part of the system, the Educator Evaluation Instrument was developed to measure teachers' effectiveness. This study was conducted to determine whether the Educator Evaluation Instrument was valid for use in measuring effectiveness.
A hierarchical confirmatory factor analysis (HCFA) was conducted on the scores from the demonstration year. The data were not normal, nor was good model fit established based on the current model. Because good model fit could not be established, an exploratory factor analysis was conducted, which through principal component analysis, four components were extracted and utilized as the first-order factors in the HCFA. With the new model, good fit was established, and therefore redesigning the Educator Evaluation Instrument to align with the new components is recommended to ensure validity of use.
"]},{"key":"dc:title","label":"Title","values":["Validity Of The Educator Evaluation Instrument In The State Of West Virginia"]}]}],"canonical_facts":{"dc:contributor":["Shlomo Sawilowsky"],"dc:creator":["Howe, Carla"],"dc:date.available":["2014-01-01T08:00:00Z"],"dc:description.abstract":["In the state of West Virginia, the educator evaluation system was implemented in 2010 as part of a comprehensive system of support to increase teacher effectiveness and student learning. As part of the system, the Educator Evaluation Instrument was developed to measure teachers' effectiveness. This study was conducted to determine whether the Educator Evaluation Instrument was valid for use in measuring effectiveness.
A hierarchical confirmatory factor analysis (HCFA) was conducted on the scores from the demonstration year. The data were not normal, nor was good model fit established based on the current model. Because good model fit could not be established, an exploratory factor analysis was conducted, which through principal component analysis, four components were extracted and utilized as the first-order factors in the HCFA. With the new model, good fit was established, and therefore redesigning the Educator Evaluation Instrument to align with the new components is recommended to ensure validity of use.
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