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

What goes on inside the classroom is central to student learning. Despite its importance, low- and middle-income countries rarely measure teaching practices, in part due to a lack of access to adequate classroom observation tools and the high trans...

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Main Authors:	Molina, Ezequiel, Fatima, Syeda Farwa, Ho, Andrew, Melo Hurtado, Carolina, Wilichowksi, Tracy, Pushparatnam, Adelle
Format:	Working Paper
Language:	English
Published:	World Bank, Washington, DC 2018
Subjects:	EDUCATION TEACHER EFFECTIVENESS TEACHER TRAINING TEACHER PERFORMANCE EDUCATION POLICY SERVICE DELIVERY
Online Access:	http://documents.worldbank.org/curated/en/464361543244734516/Measuring-Teaching-Practices-at-Scale-Results-from-the-Development-and-Validation-of-the-Teach-Classroom-Observation-Tool http://hdl.handle.net/10986/30880

id	okr-10986-30880
recordtype	oai_dc
spelling	okr-10986-308802022-09-20T00:15:17Z Measuring Teaching Practices at Scale : Results from the Development and Validation of the Teach Classroom Observation Tool Molina, Ezequiel Fatima, Syeda Farwa Ho, Andrew Melo Hurtado, Carolina Wilichowksi, Tracy Pushparatnam, Adelle EDUCATION TEACHER EFFECTIVENESS TEACHER TRAINING TEACHER PERFORMANCE EDUCATION POLICY SERVICE DELIVERY What goes on inside the classroom is central to student learning. Despite its importance, low- and middle-income countries rarely measure teaching practices, in part due to a lack of access to adequate classroom observation tools and the high transaction costs associated with administering them. Teach, a new, open-source classroom observation tool for primary classrooms, was developed to capture the quantity and quality of teaching practices in these settings with a simple, easy-to-administer tool. This paper validates the use of Teach scores for system diagnostics by providing four types of evidence. First, it provides evidence that the practices included in the tool have a clear conceptual underpinning. Second, almost 90 percent of local observers in Mozambique, Pakistan, the Philippines, and Uruguay were highly accurate using Teach after a four-day training. Third, using data from 845 classrooms in Pakistan, the paper shows that Teach scores are internally consistent, present moderate to high inter-rater reliability in the field (.75 intraclass correlation coefficient), and provide substantial information that allows to differentiate teachers, even those with similar but not equal scores. Finally, teachers who display effective practices, as measured by Teach, are associated with students who achieve higher learning outcomes. 2018-11-26T19:47:35Z 2018-11-26T19:47:35Z 2018-11 Working Paper http://documents.worldbank.org/curated/en/464361543244734516/Measuring-Teaching-Practices-at-Scale-Results-from-the-Development-and-Validation-of-the-Teach-Classroom-Observation-Tool http://hdl.handle.net/10986/30880 English Policy Research Working Paper;No. 8653 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research :: Policy Research Working Paper Publications & Research Mozambique Pakistan Philippines Uruguay
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	EDUCATION TEACHER EFFECTIVENESS TEACHER TRAINING TEACHER PERFORMANCE EDUCATION POLICY SERVICE DELIVERY
spellingShingle	EDUCATION TEACHER EFFECTIVENESS TEACHER TRAINING TEACHER PERFORMANCE EDUCATION POLICY SERVICE DELIVERY Molina, Ezequiel Fatima, Syeda Farwa Ho, Andrew Melo Hurtado, Carolina Wilichowksi, Tracy Pushparatnam, Adelle Measuring Teaching Practices at Scale : Results from the Development and Validation of the Teach Classroom Observation Tool
geographic_facet	Mozambique Pakistan Philippines Uruguay
relation	Policy Research Working Paper;No. 8653
description	What goes on inside the classroom is central to student learning. Despite its importance, low- and middle-income countries rarely measure teaching practices, in part due to a lack of access to adequate classroom observation tools and the high transaction costs associated with administering them. Teach, a new, open-source classroom observation tool for primary classrooms, was developed to capture the quantity and quality of teaching practices in these settings with a simple, easy-to-administer tool. This paper validates the use of Teach scores for system diagnostics by providing four types of evidence. First, it provides evidence that the practices included in the tool have a clear conceptual underpinning. Second, almost 90 percent of local observers in Mozambique, Pakistan, the Philippines, and Uruguay were highly accurate using Teach after a four-day training. Third, using data from 845 classrooms in Pakistan, the paper shows that Teach scores are internally consistent, present moderate to high inter-rater reliability in the field (.75 intraclass correlation coefficient), and provide substantial information that allows to differentiate teachers, even those with similar but not equal scores. Finally, teachers who display effective practices, as measured by Teach, are associated with students who achieve higher learning outcomes.
format	Working Paper
author	Molina, Ezequiel Fatima, Syeda Farwa Ho, Andrew Melo Hurtado, Carolina Wilichowksi, Tracy Pushparatnam, Adelle
author_facet	Molina, Ezequiel Fatima, Syeda Farwa Ho, Andrew Melo Hurtado, Carolina Wilichowksi, Tracy Pushparatnam, Adelle
author_sort	Molina, Ezequiel
title	Measuring Teaching Practices at Scale : Results from the Development and Validation of the Teach Classroom Observation Tool
title_short	Measuring Teaching Practices at Scale : Results from the Development and Validation of the Teach Classroom Observation Tool
title_full	Measuring Teaching Practices at Scale : Results from the Development and Validation of the Teach Classroom Observation Tool
title_fullStr	Measuring Teaching Practices at Scale : Results from the Development and Validation of the Teach Classroom Observation Tool
title_full_unstemmed	Measuring Teaching Practices at Scale : Results from the Development and Validation of the Teach Classroom Observation Tool
title_sort	measuring teaching practices at scale : results from the development and validation of the teach classroom observation tool
publisher	World Bank, Washington, DC
publishDate	2018
url	http://documents.worldbank.org/curated/en/464361543244734516/Measuring-Teaching-Practices-at-Scale-Results-from-the-Development-and-Validation-of-the-Teach-Classroom-Observation-Tool http://hdl.handle.net/10986/30880
_version_	1764473213169958912

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

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