how often a particular behavior is observed) over quality. ![]() They also tend to focus on evidence of quantity (e.g. Teaching inventories, while often quick to complete, involve self-report of teaching practices, and can lack total objectivity. Some protocols may also pose judgment on instruction, which can be awkward to share with the instructor being assessed. Also, while using a protocol just once provides a snapshot view of the classroom, multiple observations can enhance the reliability of the assessments. Training is often required if an observation protocol is used for research or other purposes where reliability between observers is essential. Instructors may keep in mind several benefits and challenges with classroom observation protocols and inventories. Teaching inventories are often used in more low-key, self-assessing reflective teaching approaches. In contrast, teaching inventories can often be completed quickly by the instructor to obtain an overall assessment of practices. Because observation protocols are typically designed to measure particular approaches, instructors should be careful to choose one for its specific assessment purpose. While doing so, the observer fills out the protocol, typically consisting of questions that (1) ask whether particular teaching and learning behaviors were observed, (2) use a Likert-scale to capture the extent to which the behavior was seen in the classroom, and/or (3) allow for open-ended general feedback. In observation protocols, an observer witnesses classroom teaching or views a videotape of instruction. Many such tools, including classroom observation protocols and teaching inventories, have been utilized in science, technology, engineering and math (STEM) courses, but are easily adaptable to other disciplines. ![]() ![]() A variety of published tools can assist instructors when assessing their teaching practices.
0 Comments
Leave a Reply. |