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Does the Choice of Observation Instrument Matter?

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Bibliographic Details
Title: Does the Choice of Observation Instrument Matter?
Language: English
Authors: Lewis, Jennifer M., Özgün-Koca, S. Asli, Hernandez, Lenuel, Nazelli, Christopher, French, Kate R.
Source: The Mathematics Educator. 2022 30(2):33-63.
Availability: Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail: mesaprez@gmail.com; Web site: http://tme.journals.libs.uga.edu/index.php/tme/index
Peer Reviewed: Y
Page Count: 31
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Observation, Evaluation Methods, Feedback (Response), Scores, Teacher Evaluation, Mathematics Teachers, Pedagogical Content Knowledge, Evaluation Problems
ISSN: 1062-9017
Abstract: Does the choice of observation instrument make a difference in the feedback and ratings that teachers receive? This study explores how lessons are rated differentially across various observation instruments. To investigate this question, ten randomly selected mathematics lessons were rated using six different observation instruments. Overall scores varied little across instruments. Our analyses indicate that differences in scores can be attributed to what we call instrumental occlusion, instrumental emphasis, and element density. This article concludes with implications for the selection and use of observation instruments in school settings.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1339806
Database: ERIC
Description
Abstract:Does the choice of observation instrument make a difference in the feedback and ratings that teachers receive? This study explores how lessons are rated differentially across various observation instruments. To investigate this question, ten randomly selected mathematics lessons were rated using six different observation instruments. Overall scores varied little across instruments. Our analyses indicate that differences in scores can be attributed to what we call instrumental occlusion, instrumental emphasis, and element density. This article concludes with implications for the selection and use of observation instruments in school settings.
ISSN:1062-9017