A known group analysis validity study of the Vanderbilt Assessment of Leadership in Education in US elementary and secondary schools

  • Elizabeth Covay Minor
  • Andrew C. Porter
  • Joseph Murphy
  • Ellen B. Goldring
  • Xiu Cravens
  • Stephen N. Elloitt
Article

DOI: 10.1007/s11092-013-9180-z

Cite this article as:
Covay Minor, E., Porter, A.C., Murphy, J. et al. Educ Asse Eval Acc (2014) 26: 29. doi:10.1007/s11092-013-9180-z

Abstract

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.

Keywords

Known group study Learning-centered leadership 

Copyright information

© Springer Science+Business Media New York 2014

Authors and Affiliations

  • Elizabeth Covay Minor
    • 1
  • Andrew C. Porter
    • 2
  • Joseph Murphy
    • 3
  • Ellen B. Goldring
    • 3
  • Xiu Cravens
    • 3
  • Stephen N. Elloitt
    • 4
  1. 1.College of EducationMichigan State UniversityEast LansingUSA
  2. 2.University of PennsylvaniaPhiladelphiaUSA
  3. 3.Vanderbilt UniversityNashvilleUSA
  4. 4.Arizona State UniversityPhoenixUSA

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