Identifying Effective Teachers: Lessons from Four Classroom Observation Tools

Deon Filmer, Ezequiel Molina and Waly Wane ()

No 9365, Policy Research Working Paper Series from The World Bank

Abstract: 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.

Keywords: Effective Schools and Teachers; Educational Institutions&Facilities; Educational Sciences; Energy Policies&Economics; Educational Populations; Education For All; Educational Policy and Planning - Textbook; Education for Development (superceded) (search for similar items in EconPapers)
Date: 2020-08-25
New Economics Papers: this item is included in nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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