Assessing the Validity of an Annual Survey for Measuring the Enacted Literacy Curriculum

Eric M. Camburn · Seong Won Han · James L. Sebastian

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Educational Assessment and Improvement Psychometric Methodologies and Testing Survey Methodology and Nonresponse

Abstract

Surveys are frequently used to inform consequential decisions about teachers, policies, and programs. Consequently, it is important to understand the validity of these instruments. This study assesses the validity of measures of instruction captured by an annual survey by comparing survey data with those of a validated daily log. The two instruments produced similar rankings of the frequency with which teachers use particular practices but more than three fourths of the teachers in the study were found to overreport their instruction on the annual survey. Multilevel models revealed a number of teacher and school characteristics related to survey reporting error. The study’s implications for users of survey evidence are discussed.

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References

1983Architecture of Cognition 2000The Psychology of Survey Response 2002Trust in Schools: A Core Resource for Improvement 1991The Design And Administration Of Mail Surveys 2011Organizing Schools for Improvement: Lessons from Chicago 2010Organizing Schools for Improvement: Lessons from Chicago 1988Cognitive processes underlying context effects in attitude measurement.2002Measuring the Content of Instruction: Uses in Research and Practice

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