A Systematic Approach to Measure Reformed Teaching in Science Classrooms

• In Event: Sheraton Roundtable Session Sixteen
  In Roundtable Session: Measuring Mathematics and Science Instruction Using Classroom Observations (Table 7)

Abstract

Recent K-12 STEM classroom observation studies have an extensive emphasis on observational instrument development. However, the narrow focus on the instrument is insufficient to warrant high degrees of valid and reliable measures of instructional practices. Without a systematic approach to conducting an observational study, the observational protocol alone could yield unreliable results impacted by unwanted construct-irrelevant variance. In this study, we described a classroom observational system using the Rasch approach to validate the observational instrument, guide rater training, and measure instructional practices in chemistry classrooms based on 321 full-length high school chemistry classrooms videos. The affordance of this classroom observation system and its implication for rating reliability is also discussed.

Authors

• Ying Chen, Illinois Workforce and Education Research Collaborative (IWERC)
  Presenting Author

• Yue Yin, University of illinois at Chicago
  Non-Presenting Author

• Stephanie Werner, University of Illinois System
  Non-Presenting Author

• Mike Stieff, University of Illinois at Chicago
  Non-Presenting Author