Validating Teaching Observation Tools: A Content-Based Approach for PLAY and Teach Primary. Education Working Paper No. 10
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| Title: | Validating Teaching Observation Tools: A Content-Based Approach for PLAY and Teach Primary. Education Working Paper No. 10 |
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| Language: | English |
| Authors: | Diego Luna Bazaldua, Emma Carter, World Bank |
| Source: | World Bank. 2024. |
| Availability: | World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/ |
| Peer Reviewed: | N |
| Page Count: | 64 |
| Publication Date: | 2024 |
| Document Type: | Reports - Research Numerical/Quantitative Data |
| Descriptors: | Classroom Observation Techniques, Student Behavior, Teacher Behavior, Teacher Student Relationship, Teaching Styles, Learner Engagement, Classroom Environment, Content Validity, Social Emotional Learning, Comparative Analysis, Comparative Testing, Educational Practices, Differences, Proximity, Alignment (Education) |
| Abstract: | This study compares two tools used to observe and assess how teachers support student learning: the LEGO Foundation's Engage tool, formerly known as PLAY, and the World Bank's Teach Primary tool. The goal was to evaluate their similarities and overlap in their measurement of teaching practices. A group of nine experts reviewed both tools in detail, carefully matching items from PLAY to those in Teach Primary. Results indicate that about one-third of the items closely matched, showing that PLAY is built on a solid framework to capture engaging teaching practices. Another third of the items did not have a clear match, meaning that each tool separately captures unique aspects of teaching that the other does not. The study also looked at how well the two tools' scores align using real classroom data from Ethiopia, Peru, and Sierra Leone. The results showed a small positive relationship between the two tools, meaning they measure related but different aspects of teaching. The study also found that the way PLAY is structured may need some adjustments to better reflect the skills it is designed to measure. By combining expert opinions with data analysis, this study provides strong evidence that both tools are valuable but serve different purposes. The findings highlight the importance of using multiple approaches to assess teaching quality. The study also offers recommendations for improving tool improvement and suggests next steps on how classroom observation tools can help support improved teaching and learning worldwide. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED679783 |
| Database: | ERIC |
| Abstract: | This study compares two tools used to observe and assess how teachers support student learning: the LEGO Foundation's Engage tool, formerly known as PLAY, and the World Bank's Teach Primary tool. The goal was to evaluate their similarities and overlap in their measurement of teaching practices. A group of nine experts reviewed both tools in detail, carefully matching items from PLAY to those in Teach Primary. Results indicate that about one-third of the items closely matched, showing that PLAY is built on a solid framework to capture engaging teaching practices. Another third of the items did not have a clear match, meaning that each tool separately captures unique aspects of teaching that the other does not. The study also looked at how well the two tools' scores align using real classroom data from Ethiopia, Peru, and Sierra Leone. The results showed a small positive relationship between the two tools, meaning they measure related but different aspects of teaching. The study also found that the way PLAY is structured may need some adjustments to better reflect the skills it is designed to measure. By combining expert opinions with data analysis, this study provides strong evidence that both tools are valuable but serve different purposes. The findings highlight the importance of using multiple approaches to assess teaching quality. The study also offers recommendations for improving tool improvement and suggests next steps on how classroom observation tools can help support improved teaching and learning worldwide. |
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