In Gargani and Strong (2014), we describe The Rapid Assessment of Teacher Effectiveness (RATE), a new teacher evaluation instrument. Our account of the validation research associated with RATE inspired a review by Good and Lavigne (2015). Here, we reply to the main points of their review. We elaborate on the validity, reliability, theoretical foundation, purposes, and value of RATE; answer Good and Lavigne’s criticisms; and discuss the role evidence plays in research, especially when it challenges strongly held theories.
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