Identifying Effective Teachers : Lessons from Four Classroom Observation Tools

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 sch...

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Main Authors:	Filmer, Deon, Molina, Ezequiel, Wane, Waly
Format:	Working Paper
Language:	English
Published:	World Bank, Washington, DC 2020
Subjects:	EDUCATION TEACHER EFFECTIVENESS TEACHER PERFORMANCE CLASSROOM OBSERVATION
Online Access:	http://documents.worldbank.org/curated/en/215241598376994051/Identifying-Effective-Teachers-Lessons-from-Four-Classroom-Observation-Tools http://hdl.handle.net/10986/34382

id	okr-10986-34382
recordtype	oai_dc
spelling	okr-10986-343822022-09-20T00:11:47Z Identifying Effective Teachers : Lessons from Four Classroom Observation Tools Filmer, Deon Molina, Ezequiel Wane, Waly EDUCATION TEACHER EFFECTIVENESS TEACHER PERFORMANCE CLASSROOM OBSERVATION 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. 2020-08-27T14:30:23Z 2020-08-27T14:30:23Z 2020-08 Working Paper http://documents.worldbank.org/curated/en/215241598376994051/Identifying-Effective-Teachers-Lessons-from-Four-Classroom-Observation-Tools http://hdl.handle.net/10986/34382 English Policy Research Working Paper;No. 9365 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper Africa Tanzania
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 PERFORMANCE CLASSROOM OBSERVATION
spellingShingle	EDUCATION TEACHER EFFECTIVENESS TEACHER PERFORMANCE CLASSROOM OBSERVATION Filmer, Deon Molina, Ezequiel Wane, Waly Identifying Effective Teachers : Lessons from Four Classroom Observation Tools
geographic_facet	Africa Tanzania
relation	Policy Research Working Paper;No. 9365
description	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.
format	Working Paper
author	Filmer, Deon Molina, Ezequiel Wane, Waly
author_facet	Filmer, Deon Molina, Ezequiel Wane, Waly
author_sort	Filmer, Deon
title	Identifying Effective Teachers : Lessons from Four Classroom Observation Tools
title_short	Identifying Effective Teachers : Lessons from Four Classroom Observation Tools
title_full	Identifying Effective Teachers : Lessons from Four Classroom Observation Tools
title_fullStr	Identifying Effective Teachers : Lessons from Four Classroom Observation Tools
title_full_unstemmed	Identifying Effective Teachers : Lessons from Four Classroom Observation Tools
title_sort	identifying effective teachers : lessons from four classroom observation tools
publisher	World Bank, Washington, DC
publishDate	2020
url	http://documents.worldbank.org/curated/en/215241598376994051/Identifying-Effective-Teachers-Lessons-from-Four-Classroom-Observation-Tools http://hdl.handle.net/10986/34382
_version_	1764480782915600384

Identifying Effective Teachers : Lessons from Four Classroom Observation Tools

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