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

World Bank, Washington, DC

关键词: EDUCATION;    TEACHER EFFECTIVENESS;    TEACHER TRAINING;    TEACHER PERFORMANCE;    EDUCATION POLICY;   

DOI  :  10.1596/1813-9450-8653
RP-ID  :  WPS8653

学科分类：社会科学、人文和艺术（综合）

来源: World Bank Open Knowledge Repository

【 摘 要 】

What goes on inside the classroom iscentral to student learning. Despite its importance, low-and middle-income countries rarely measure teachingpractices, in part due to a lack of access to adequateclassroom observation tools and the high transaction costsassociated with administering them. Teach, a new,open-source classroom observation tool for primaryclassrooms, was developed to capture the quantity andquality of teaching practices in these settings with asimple, easy-to-administer tool. This paper validates theuse of Teach scores for system diagnostics by providing fourtypes of evidence. First, it provides evidence that thepractices included in the tool have a clear conceptualunderpinning. Second, almost 90 percent of local observersin Mozambique, Pakistan, the Philippines, and Uruguay werehighly accurate using Teach after a four-day training.Third, using data from 845 classrooms in Pakistan, the papershows that Teach scores are internally consistent, presentmoderate to high inter-rater reliability in the field (.75intraclass correlation coefficient), and provide substantialinformation that allows to differentiate teachers, eventhose with similar but not equal scores. Finally, teacherswho display effective practices, as measured by Teach, areassociated with students who achieve higher learning outcomes.