The Content, Predictive Power, and Potential Bias in Five Widely Used Teacher Observation Instruments
- Eight of ten dimensions of instructional practice are common across all five examined teacher observation instruments.
- All seven of the dimensions of instructional practice with quantitative data are modestly but significantly related to teachers’ value-added scores.
- The classroom management dimension is most consistently and strongly related to teachers’ value-added scores across instruments, subjects, and grades.
- The characteristics of students in the classroom affect teacher observation results for some instruments, more often in English language arts classes than in math classes.
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