Measuring Teaching Practices at Scale: Results from the Development and Validation of the Teach Classroom Observation Tool

Abstract

The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

Identifying Effective Teachers : Lessons from Four Classroom Observation Tools

“…2 There has been far less systematic research on these issues in developing countries. Notable exceptions include Araujo et al (2016) who use video recordings coded using the CLASS instrument in kindergarten classrooms in 204 schools in Ecuador, Berlinski and Schady (2015) who report on applications of CLASS in kindergarten classes in Brazil, Chile and Ecuador, Coflan, Hasan, and Raggatz (2018) who report findings CLASS instrument in 36 primary and junior secondary schools in the Guangdong province of China, Azigwe et al (2016) who use both a low-inference and a high-inference observation instrument in 73 primary schools in the Upper East Region of Ghana, Bruns and Luque (2015) who report the findings from implementing the Stallings Observation System (hereafter referred to simply as "Stallings") approach to classroom observations in over 15,000 classrooms across 7 Latin American countries, Chang et al (2014) who use video recording of 200 8 th grade mathematics lessons in 200 classrooms with ex-post expert analysis in Indonesia, Seidman et al (2018) who develop and apply the Teacher Instructional Practices and Processes System (TIPPS) instrument in 197 secondary schools in Uganda, Wolf et al (2018) who apply TIPSS in pre-primary classrooms in Ghana, the SDI surveys mentioned above which to-date have recorded observations for over 69,000 teachers in 10 Sub-Saharan African countries (www.sdindicators.org), and finally the development and application of the Teach instrument in Mozambique, Pakistan, the Philippines, and Uruguay (Molina et al 2018). 3 Fewer still are studies that explicitly compare how different observation instruments perform, with Bruns, De Gregorio and Taut (2016) who compare Stallings and CLASS for 51 teachers in the Santiago Metropolitan region and two adjacent regions in Chile being a rare exception.…”

“…The videos ran for the entire length of the lesson and were subsequently divided into two or three clips of around 20 minutes each. These clips were subsequently coded using both the Classroom Assessment Scoring System (CLASS; Hamre et al 2007, Pianta et al 2012 10 as well as the "Teach" scoring system (Molina et al 2018;Molina et al 2019). 11 Details of the instruments are described in detail below, but the key features of each is summarized in the Box 1.…”

El centro y las prácticas de colaboración docente como medios para la mejora educativa

“…Existen numerosas rúbricas que forman parte de protocolos de observación que se han desarrollado como instrumentos de medición de la práctica docente. Pueden estar diseñados para capturar elementos generales de esta práctica y del entorno educativo como es el caso del instrumento Classroom Assessment Scoring System (CLASS), ver La Paro, Hamre y Pianta (2012), el del Framework for Teaching (Danielson, 2013) o el instrumento TEACH desarrollado por el Banco Mundial (Molina et al, 2018). También existen instrumentos más específicos enfocados en una materia concreta como es el caso del instrumento Mathematical Quality of Instruction (MQI) ver Hill et al (2008) para medir la calidad de la instrucción en matemáticas.…”

Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms

“…Teach is a new measure specifically designed for low and middle-income countries that focuses on several main elements that reflect universal experiences that lead to learning, regardless of the culture and physical conditions of the classroom (Molina et al, 2018c). For instance, classroom culture describes the extent to which the teacher creates a supportive learning environment, conveys positive behavioural expectations and provides opportunities to learn.…”