Classroom Observation Manuals as Measures of Teaching Quality: Possibilities and Pitfalls (Table 9)

• In Event: AERA Roundtable Session 5

Session Type: Roundtable Session

Abstract

Observation manuals (e.g. observation systems) as means of analyzing aspects of K-12 teaching and learning have attracted ubiquitous interest over the last decade. Along with this growth in using observation manuals when investigating teaching quality is a wide-ranging discussion of the challenges and possibilities aligned with observation systems. To bring different scholars into a common discussion around some of the key dilemmas when using observation systems, this symposium aims at discussing: (1) theoretical underpinnings and how teaching quality is conceptualized across the different manuals, (2) grain size and the issue of global versus fine grained/subject specific manuals, (3) how rater certification and scoring requirements (e.g. sequencing) impact findings and possible conclusions, and (4) measurement aspects.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 01: Teaching, Teacher Education and Professional Development in the Content Areas

Chair

• Kirsti Klette, University of Oslo

Papers

• Quantification and Agnosticism in Instructional Observation Systems - Sean P. Kelly, University of Pittsburgh

• Instructional Quality Traveling Across Contexts: Possible Biases in Conceptualizing Instructional Quality in Observation Systems - Jennifer Maria Luoto, University of Oslo

• Assessing and Supporting Common Core Aligned English Language Arts Instruction - Julie Jackson Cohen, University of Virginia

• Considerations in Revising a Widely Used Standardized Observation System - Bridget K. Hamre, Teachstone; Robert Pianta, University of Virginia

• Measurement Invariance and Generalizability of Instructional Quality Observer Ratings Using Observation Systems in Mathematics Classroom - Armin Jentsch, University of Cologne