Seeing Through the Eyes of Classroom Observers: The Case of Rating Contrasted Groups of Lessons With Classroom Observation Measures

Abstract

Classroom observations are commonly employed to assess quality of instruction in research and practice in mathematics education. However, there is more to be learned about how sensitive classroom observation protocols are to exemplars of strong mathematics instruction, and continuous refinements to observation protocols or rating processes that may be warranted. In this study, we use the public-released mathematics videos from the Third International Mathematics and Science Study (TIMSS) to examine how classroom observers, using two contemporary classroom observation instruments, rate a set of lessons whose instructional quality is in theory expected to differ, also referred to as contrasted groups. We find that descriptively, the pattern of findings is distinct from prior studies’ conclusions about the relative instructional quality reflected in the TIMSS video pool. We provide qualitative examples to illustrate the findings, and discuss implications for future research. We point to the potential value of exploring classroom observation rubrics’ performance using ‘contrasted groups’ of lesson videos, as a tool to broaden our understanding of how observation instruments are functioning.