Publication: Identifying Effective Teachers: Lessons from Four Classroom Observation Tools
Date
2020-08
ISSN
Published
2020-08
Author(s)
Abstract
Four different classroom observation
instruments -- from the Service Delivery Indicators, the
Stallings Observation System, the Classroom Assessment
Scoring System, and the Teach classroom observation
instrument -- were implemented in about 100 schools across
four regions of Tanzania. The research design is such that
various combinations of tools were administered to various
combinations of teachers, so these data can be used to
explore the commonalities and differences in the behaviors
and practices captured by each tool, the internal properties
of the tools (for example, how stable they are across
enumerators, or how various indicators relate to one
another), and how variables collected by the various tools
compare to each other. Analysis shows that inter-rater
reliability can be low, especially for some of the
subjective ratings; principal components analysis suggests
that lower-level constructs do not map neatly to
predetermined higher-level ones and suggest that the data
have only few dimensions. Measures collected during teacher
observations are associated with student test scores, but
patterns differ for teachers with lower versus higher
subject content knowledge.
Link to Data Set
Citation
“Filmer, Deon; Molina, Ezequiel; Wane, Waly. 2020. Identifying Effective Teachers: Lessons from Four Classroom Observation Tools. Policy Research Working Paper;No. 9365. © World Bank, Washington, DC. http://hdl.handle.net/10986/34382 License: CC BY 3.0 IGO.”
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