Related Data for: Measuring the complexity of equity-centered teaching practice development and validation of a Rasch/Guttman scenario scale

The Name Blinded for Review (TEES) Scale was developed to measure the complexity of teaching practice for equity by integrating Rasch measurement and Guttman facet theory. This paper extends the existing work to develop and validate an efficient, short-form TEES Scale that can be used for research and evaluation purposes. The Rasch rating scale model is used to analyze the responses of 354 teachers across the United States. Validity evidence, which addresses the data/theory alignment, item and person fit, rating scale functioning, dimensionality, generalizability, and relations to external variables, is examined to support the adequacy and appropriateness of the proposed score interpretations and uses. The short-form TEES Scale functions well to measure teaching practice for equity and provides evidence for research or evaluation studies on whether and to what extent teachers or candidates learn to enact equity-centered practice. Limitations and future directions of the scale are discussed.