Year: 2022
Type: article
Abstract: Link to Published version: https://doi.org/10.1016/j.stueduc.2022.101204 There is a growing use of standardized observation systems to directly measure teaching quality in classrooms. These systems are based on rich, theoretical understandings of teaching quality that lead to carefully operationalized rubrics that decompose teaching quality into a number of distinct dimensions. In this paper, we argue that many of the ways observation systems are applied and analyzed do not fully conform to the theoretical understandings of teaching quality upon which the observation system is based. We further argue for the need to align theoretical understandings of teaching quality with analytical approaches to measure teaching quality. We discuss four key assumptions that undergird many views of teaching quality and highlight how common analytical approaches violate these assumptions, proposing alternative analytical approaches that would better conform to the theoretical understandings of teaching quality. We end with a discussion of the importance of carefully aligning theoretical understandings with measurement approaches.
Institution: University of Oslo
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $2,620
Funders: NordForsk, Norges Forskningsråd
OpenAlex ID: W4293236253