Classroom Observation as Method for Research and Improvement
Classroom observation as a methodology is not without its critics. This critique ranges from epistemological arguments to validity issues with its controversial application as an evaluation measure of teacher effectiveness. On the methodological front, there are significant reliability and validity threats when classroom observation is used in both educational research and teacher evaluation (Harris in Carnegie Knowledge Network Brief 5, 2012). This chapter acknowledges this critique and proposes a third way for classroom observation in teacher improvement. The improvement agenda disciplines the classroom observation and moves it away from pure research or evaluation (judgement of performance) to helping teachers improve their practice. This position is supported by the argument approach to test validation endorsed by the AERA, APA and NCME.
KeywordClassroom Observation Validation Improvement Measures
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