Classroom Observations and Formative Feedback to Teachers – Validating a New Instrument to Assess Instructional Quality

• In Event: Seeing Teaching Clearly: New Approaches to Classroom Observation and Feedback

Abstract

Feedback to teachers is considered an effective measure to improve the quality of instruction. It usually is based on classroom observations. In this contribution, a newly developed observation instrument designed specifically for the purpose of providing formative feedback to teachers is introduced. Two studies were conducted in order to examine its construct validity (Study 1) as well as its interrater agreement and reliability (Study 2). Preliminary results from Study 1 indicate factorial validity of the observation instrument. Interfactor correlations show that most teaching characteristics are distinct from one another, though some are difficult to discriminate empirically. Preliminary results from Study 2 indicate that there are moderate to high levels of agreement between raters when observing the same lesson.

Authors

• Christopher Kellermann, Freie Universität Berlin

• Holger Gärtner, Freie Universität Berlin

• Anabel Bach, Free University - Berlin

• Bilge Gencoglu, University of Groningen

• Katharina Holder, Freie Universität Berlin

• Annette Vogt-Daldrup, Freie Universität Berlin

• Felicitas Thiel, Freie Universität Berlin