e-journal

Effect of Observation Mode on Measures of Secondary Mathematics Teaching

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Classroom observation of teachers is a significant part of educational measurement;
measurements of teacher practice are being used in teacher evaluation systems
across the country. This research investigated whether observations made live in the
classroom and from video recording of the same lessons yielded similar inferences
about teaching. Using scores on the Classroom Assessment Scoring System–
Secondary (CLASS-S) from 82 algebra classrooms, we explored the effect of observation
mode on inferences about the level or ranking of teaching in a single lesson or in
a classroom for a year. We estimated the correlation between scores from the two
observation modes and tested for mode differences in the distribution of scores, the
sources of variance in scores, and the reliability of scores using generalizability and
decision studies for the latter comparisons. Inferences about teaching in a classroom
for a year were relatively insensitive to observation mode. However, time trends in
the raters’ use of the score scale were significant for two CLASS-S domains, leading
to mode differences in the reliability and inferences drawn from individual lessons.
Implications for different modes of classroom observation with the CLASS-S are
discussed.

Keywords: mode of observation, video, classroom assessment, generalizability theory, teaching,
Classroom Assessment Scoring System–Secondary (CLASS-S)

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Informasi Detail

Judul Seri

Educational and Psychological Measurement

No. Panggil

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Penerbit

London : SAGE., 2013

Deskripsi Fisik

Educational and Psychological Measurement 73(5) 757–783

Bahasa

English

ISBN/ISSN

DOI: 10.1177/0013164

Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

73(5)

Subjek

PSIKOLOGI PENDIDIKAN

Info Detail Spesifik

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Pernyataan Tanggungjawab

agus

Versi lain/terkait

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