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This paper investigates the validity of a national, standards-based teacher evaluation programme by examining the relationship between teachers' evaluation results and their students' learning progress. We used census achievement data that assessed the same cohort of students at the end of 8th and 10th grade. We applied multilevel modelling and calculated correlations between teachers' value-added estimates and their results based on the evaluation system's multiple measures of teaching quality, which include a portfolio of classroom teaching artefacts and a video-taped lesson, a peer interview, supervisor assessments and a self-assessment. Our study finds a medium-size positive relationship between value-added estimates in mathematics and teachers' portfolio results, while relationships with the other instruments are weaker. Correlations are lower for Spanish, but showing a similar pattern across instruments. We also find significant yet weak relationships between value-added estimates and three of six emerging factors of teaching practice based on the evaluation's portfolio data.

Se presenta evidencia sobre la consistencia interna y validez de constructo de la versión en español de la Escala de Evaluación Familiar de Carolina del Norte (NCFAS). El estudio utilizó los registros de información de 528 participantes de 8 programas chilenos de intervención familiar para la prevención del maltrato y negligencia infantil. Los resultados indican que la escala tiene una consistencia interna apropiada, mostrando un comportamiento similar al de la versión original de la escala. El análisis factorial exploratorio replicó parcialmente las dimensiones teóricas del instrumento. Se sugiere distribuir los ítems de la dimensión Interacciones Familiares e incorporar un nuevo factor llamado Bienestar del Cuidador. Se discute la necesidad de adaptar la NCFAS al contexto latinoamericano en futuras investigaciones. Palabras clave: escala de evaluación familiar, NCFAS, propiedades psicométricas, familia multiproblemática, programas de intervención familiar.Evidence about the internal consistency and construct validity of the Spanish version of the North Carolina Family Assessment Scale (NCFAS) is presented. The study used records of 8 Chilean family preservation programs for prevention of child abuse and neglect (N = 528). The results indicate that the scale has appropriate internal consistency, showing a behavior similar to the one of the original version of the scale. The exploratory factor analysis partially supports the theoretical domains of the assessment tool. Distributing the items of the Family Interactions domain and including a new factor called Caregiver's Well-being is suggested. The necessity of adapting the NCFAS to a LatinAmerican context in future research is discussed. Keywords: family assessment scale, NCFAS, psychometric properties, multi-problem family, family preservation programs. IntroducciónEn los últimos años las organizaciones sociales en Chile y Latinoamérica han iniciado un proceso de profesionalización y tecnificación de sus servicios y programas. Sin embargo, aún se encuentran lejos de ofrecer una imagen consolidada de eficiencia y eficacia (Rodríguez & Ríos, 2007). Uno de los mayores desafíos continúa siendo la generación de sistemas de evaluación confiables, válidos y multi-dimensionales, que permitan reflejar la complejidad de los fenó-menos sociales que se pretende intervenir, por ejemplo, integrando diversas fuentes de información (Matus, 2007). Parte de las dificultades es la carencia de instrumentos de evaluación con propiedades psicométricas adecuadas, pertinentes y de utilidad prácti-ca en el ejercicio cotidiano de los programas sociales y que, al mismo tiempo, favorezcan y faciliten la labor de los investigadores. PSYKHE 2010, Vol. 19, N˚ 1, 89-103 Copyright 2010 by Edgar Valencia Acuña, MIDE UC, Pontificia Universidad Católica de Chile, Santiago, Chile. Esteban Gómez Muzzio, Protectora de la Infancia, Santiago, Chile. La correspondencia relativa a este artículo debe ser dirigida a Esteban Gómez, Unidad de Diseño y Evaluación de Programas, Protectora de la Infancia,...

How do we know if a faculty teaching evaluation is biased? Biasing factors studies are an influential source of evidence for arguing about biased teaching evaluations. These studies examine existing evaluation data and compare the results by gender, race, or ethnicity, interpreting a significant difference between subgroups as evidence of bias. However, only a difference explained by irrelevant aspects embedded in the evaluation would compromise its fairness. The study aims to amend how practitioners and researchers address gender bias concerns in faculty teaching evaluations by defining fairness , disparate impact , and statistical bias from an educational measurement standpoint. The study illustrates the use of differential item functioning (DIF) analysis, a strategy to examine whether the meaning of an item changes depending on the gender of the instructor. The study examines instructor’s gender bias using responses to a course evaluation questionnaire from education graduate students from two academic departments within the same institution. In one of the departments, the analysis suggested a fair evaluation and no gender gap. In the other department, four of the eight items in the rating scale were easier for women than men with similar teaching ability, and women achieved better evaluations than men. The discussion addresses the conceptual and methodological advantages of adopting an educational measurement perspective on fairness in faculty teaching evaluation. Findings encourage practitioners and administrators to use the best available tools to strengthen the credibility of faculty teaching evaluations and prevent unfair personnel decisions affecting underrepresented subgroups in academia by gender, race, or ethnicity.

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