Addressing Measurement Issues in Two Large-Scale Mathematics Classroom Observation Protocols

• In Event: Large-Scale Studies in Mathematics Education

Abstract

In large-scale studies of mathematics achievement, many important variables are at the classroom level and therefore require the collection of classroom observation data. However, in these studies, collecting observation data is expensive, and collecting numerous observations can be cost prohibitive. In addition to these practical considerations, there are technical and substantive considerations to measuring instruction. This paper raises several of the technical and substantive issues around measuring mathematics classroom instruction by using empirical data from two prominent observational protocols.

Authors

• Jeffrey C. Shih, University of Nevada - Las Vegas

• Marsha M. Ing, University of California - Riverside

• Charalambos Y. Charalambous, University of Cyprus

• James E. Tarr, University of Missouri - Columbia

• Matthew A. Kraft, Harvard University

• Heather C. Hill, Harvard University

• Douglas A. Grouws, University of Missouri