For our second report, the Educational Testing Service ETS scored 7, lesson videos for 1, teachers in six school districts using five different classroom-observation instruments.
In fact, the gains in student outcomes were similar in magnitude to those seen during the first three years of teaching. As a result, school systems should monitor those relationships as such systems are implemented.
First, combining them generates less volatility from course section to section or year to year, and greater predictive power. He was formerly deputy director within the U.
They are also among the least costly of the measures. We compared those data against student achievement gains on state tests, gains on supplemental tests, and surveys from more than 44, students.
No information is perfect.
For instance, if all the weight were placed on student test scores, then the risk of narrowing of the curriculum or cheating would rise. Not surprisingly, this is particularly true when the outcomes are being measured with the same test. On the horizontal axis is the reliability of each method.
Figure 1 compares the three different methods classroom observations, student surveys, and student achievement gains on reliability and predictive power.
Even though classroom observations do not add much predictive power, it is hoped that classroom observations excel on a third dimension, not captured in the graph: Classroom Practice One way to develop such feedback is by means of classroom observation by a trained adult.
Classroom observations, based on the Framework for Teaching, are less reliable and less correlated with achievement gains.
Our results did raise concerns about current state tests in English language arts, however. The shallowness of the items on the test does not necessarily translate into shallow teaching. They could be particularly useful to supplement classroom observations in the grades and subjects where student achievement gains are not available.
But better information on teaching effectiveness should allow for improved personnel decisions and faster professional growth. This essay draws from research done jointly with Douglas O.
If all the weight were placed on classroom observations, then instructors would be tempted to go through the motions of effective practice on the day of an observation but not on other days. Implication for Practice The MET findings have a number of implications for ongoing efforts to provide more meaningful feedback to teachers: Just as we did with classroom observations, to avoid generating a spurious correlation between student survey responses and achievement scores for the same group of students, we estimated the correlation across different classrooms of students taught by the same teacher.
Staiger from Dartmouth College. Student Surveys Student evaluations are ubiquitous in higher education, where they are often the only form of feedback on instruction. All five of the instruments yielded scores that were related to student achievement gains, in the classroom of students where the teacher was observed as well as in other classrooms of students taught by the same teacher.
If a teacher behaves unusually on the day of the observation, then the student surveys and achievement gains may tell a different story.
A classroom-observation system that bears no relationship to student outcomes will be of no use in improving them. The between-classroom correlation in Tripod scores was.The Literacy Cookbook: A Practical Guide to Effective Reading, Writing, Speaking, and Listening Instruction 1st Edition.
Student achievement gains, student surveys, and classroom observations.Download