NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1019080
Record Type: Journal
Publication Date: 2013-Oct
Pages: 27
Abstractor: As Provided
ISSN: ISSN-0013-1644
Effect of Observation Mode on Measures of Secondary Mathematics Teaching
Casabianca, Jodi M.; McCaffrey, Daniel F.; Gitomer, Drew H.; Bell, Courtney A.; Hamre, Bridget K.; Pianta, Robert C.
Educational and Psychological Measurement, v73 n5 p757-783 Oct 2013
Classroom observation of teachers is a significant part of educational measurement; measurements of teacher practice are being used in teacher evaluation systems across the country. This research investigated whether observations made live in the classroom and from video recording of the same lessons yielded similar inferences about teaching. Using scores on the Classroom Assessment Scoring System-Secondary (CLASS-S) from 82 algebra classrooms, we explored the effect of observation mode on inferences about the level or ranking of teaching in a single lesson or in a classroom for a year. We estimated the correlation between scores from the two observation modes and tested for mode differences in the distribution of scores, the sources of variance in scores, and the reliability of scores using generalizability and decision studies for the latter comparisons. Inferences about teaching in a classroom for a year were relatively insensitive to observation mode. However, time trends in the raters' use of the score scale were significant for two CLASS-S domains, leading to mode differences in the reliability and inferences drawn from individual lessons. Implications for different modes of classroom observation with the CLASS-S are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A