ABSTRACT
Ideally, assessment is both valid, in that it relates to all learning outcomes, and reliable, in that it is both objective and replicable. It differentiates effective teachers from less effective teachers for both cognitive and motivational outcomes, which should be based on empirical data sources of teaching performance. As to methodologies, instructional effectiveness research can rely on both correlational investigations based on systematic observations under natural conditions and/or student ratings (Hoidn & Kärkkäinen, 2014).
