Researchers concluded that
because districts «do not have processes in place to address the possible biases in
observational scores,» statistical adjustments might be made to offset said bias, as might external observers / raters be brought in to yield more «objective»
observational assessments of teachers.
This
observational corroboration is notable
because, relative to parents, who had experienced children's behavior in multiple settings and over time, evaluators had relatively limited access to children's behavioral repertoire, having observed them during a fairly brief (1 - to 2 - hour) and structured
assessment protocol.