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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
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
FullText Text:
  Availability: 0
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  Data: Validating Teaching Observation Tools: A Content-Based Approach for PLAY and Teach Primary. Education Working Paper No. 10
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  Data: <searchLink fieldCode="AR" term="%22Diego+Luna+Bazaldua%22">Diego Luna Bazaldua</searchLink><br /><searchLink fieldCode="AR" term="%22Emma+Carter%22">Emma Carter</searchLink><br /><searchLink fieldCode="AR" term="%22World+Bank%22">World Bank</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22World+Bank%22"><i>World Bank</i></searchLink>. 2024.
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  Data: World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/
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  Data: 64
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  Data: 2024
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  Data: <searchLink fieldCode="DE" term="%22Classroom+Observation+Techniques%22">Classroom Observation Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Styles%22">Teaching Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Validity%22">Content Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Testing%22">Comparative Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Differences%22">Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Proximity%22">Proximity</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink>
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  Label: Abstract
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  Data: 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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  Data: As Provided
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  Data: 2026
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  Data: ED679783
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED679783
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 64
    Subjects:
      – SubjectFull: Classroom Observation Techniques
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Teaching Styles
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Classroom Environment
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      – SubjectFull: Content Validity
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      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Comparative Testing
        Type: general
      – SubjectFull: Educational Practices
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      – SubjectFull: Differences
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      – SubjectFull: Proximity
        Type: general
      – SubjectFull: Alignment (Education)
        Type: general
    Titles:
      – TitleFull: Validating Teaching Observation Tools: A Content-Based Approach for PLAY and Teach Primary. Education Working Paper No. 10
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              Y: 2024
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