Validity of Observational Measures of Classroom Interaction: Who and What to Observe?

• In Event: Poster Session 1
  In Poster Session: Issues in Assessment Development and Practice in Public School Classrooms

Abstract

This study examined the validity of different observational approaches to measuring interaction in classrooms that use multiple participation structures (e.g., teacher-led whole-discussion, student-led small-group work). The classroom interaction focus was productive student participation and the teacher practices that support it. The observational approaches compared were (1) capturing classroom interaction throughout the entire lesson with and without the teacher present; (2) focusing on a portion of the lesson when the teacher was present; and (3) focusing on the entire lesson when the teacher was present. The three approaches produced different pictures of classroom interaction, and different conclusions regarding the prediction of student achievement. The results suggest that some observation approaches may underestimate the extent of high-quality interaction in classrooms.

Authors

• Noreen M. Webb, University of California - Los Angeles

• Marsha M. Ing, University of California - Riverside

• Megan L. Franke, University of California - Los Angeles

• Nicholas Charles Johnson, University of California - Los Angeles

• Joy Zimmerman, University of California - Los Angeles