Minor, E. C, Porter, A. C, Murphy, J., Goldring, E. B, Cravens, X. & Elliott, SN. (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), 1-20. Retrieved from https://doi.org/10.1007/s11092-013-9180-z
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.
Institute for Learning Sciences and Teacher Education
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