Improving the validity of global ratings

Abstract

To examine the effects of behavior sampling on global ratings, four groups of 10 teachers each received varying amounts of observation training, practice, and feedback. Teachers viewed a series of seven videotapes depicting two, boys whose percentage of distractible behavior was systematically manipulated. Ratings of distractibility were obtained for each taped vignette. Results showed that teachers who received observation training and who routinely collected data in their own classroom submitted ratings which corresponded to actual levels of distractible behavior. Teachers who received no training, or who were trained but did not practice, submitted ratings that were significantly less accurate.