INVALSI Seminario Residenziale Progetto Valutazione e Miglioramento Presentazione della Scheda di osservazione in classe S.S.G.C. Formia 28 aprile 2015

1. Classroom observation
Some comments
J.Scheerens
INVALSI conference 2015

2. INVALSI, UTOP, Eff. Research
1 Strategie didattiche
insegnamento strutturato
Tecniche di interrogazione e
discussione-
Strategie per sostenere
l’apprendimento
Monitoraggio e valutazione
2. Gestione della classe
Gestione del tempo
Gestione delle regole e dei
comportamenti
3. Sostegno, guida e
supporto
. Insegnamento adattato ai
diversi bisogni degli studenti
Attenzione agli studenti con
BES
4. Clima di Apprendimento
Coinvolgimento degli studenti
Rapporti in classe
1 Lesson Structure
- Well structured
- Important content
- Gauging student
understanding
- Use of resources
2 Classroom Environment
- Engagement
- Interactions
- On-task
3 Implementation
- Questioning
- Involving students
- Timing
4 Mathematics/Science
- Content significance
Structure and classroom
management
- Opportunity to learn
- Available time
- Goal oriented assessment
Supportive classroom
climate
- Pro-active and supportive
classrooms
- Caring communities
- Appropriate expectations
Cognitive activation
Coherent content
Sufficient depth
Thoughtful discourse
Scaffolding students’ ideas

3. Observation categories Dutch
Inspectorate of Education
 Opportunity to learn
 Learning time
 Supportive climate
 Challenging climate
 Structured teaching
 Activating students
 Teaching learning strategies
 Classroom organization
 Adaptive teaching

4. MET study, USA (Gates)
DESIGNING TEACHER EVALUATION SYSTEMS
New Guidance from the Measures of
EffectiveTeaching Project
THOMAS J. KANE, KERRI A. KERR, ROBERT C.
PIANTA (EDITORS)
Jossey Bass Publishers

5. Predictive validity of observations
• “They calculated that it would take 5+ separate
observations of each teacher to get to a .6 reliability on the
teacher behavior instruments, and virtually no one is going
to do 5+ observations on each teacher in a study. More
problematically, as Ben pointed out AND I AGREE, who
would base anything even remotely moderate-stakes on an
analysis that could account for 36% of the variance (after
five-plus observations)? As a practical matter, Ben tells me
that for the typical teacher, this would mean that while you
could get a “score” at, say, the 90th percentile, if you
posited the need to be correct +/- 2 standard deviations,
then the 90th% teacher’s true score would be estimated to
be between -110% and +390%. In other words, useless”.
(Conversation with Prof. Sam Stringfield)

6. Classroom Assessment Scoring System
• CLASS provides an overall assessment of a teacher’s instructional
interactions, which is the product of a teacher’s scores on the three
broad CLASS domains: Emotional Support, Instructional Support, and
Classroom Organization. Each of these domains, in turn, encompasses
a set of finer-grained assessments of particular dimensions of
interactions in that domain.
• The Emotional Support domain includes Positive Climate, Teacher
Sensitivity, and Regard for Student Perspectives. The Classroom
Organization domain includes Behavior Management, Productivity,
and Negative Climate. The Instructional Support domain includes
Instructional Learning Formats, Content Understanding, Analysis and
Inquiry, Quality of Feedback, and Instructional Dialogue

7. CLASS overview
• CLASS Observations –by domainEmotional Support
• Teacher praises students (“Ya’ll did such an excellent job pure thinking”, “I love the way Brandy is tracking”, “You all are the
thinkers in the room”) (Positive Climate)
• Teacher uses students’names (Positive Climate)
• Teacher walks around the classroom and checks in with students (Teacher Sensitivity)
• Teacher encourages students to work in groups (Regard for Student Perspectives)
• Teacher has students share ideas for what the equation is and records these on the board (Regard for Student Perspectives)
•
• Classroom Organization
• Teacher gives students a time cue (“I’m going to give you two minutes”) (Productivity)
• Teacher sets objective (“You have two minutes to come up with an equation you would write”) (Instructional Learning
Formats)
• There is little to no student misbehavior (Behavior Management)
•
• Instructional Support
• Teacher links to prior learning (“Now that you know the definition from geometry..”) (Content Understanding)
• Teacher gives students the chance to problem‐solve by creating an equation to match the missing angle (Analysis and
Problem Solving)
• Teacher prompts student to explain how they arrived at an answer (“Can you explain how you got this?”)(Quality of
Feedback)
• Teacher prompts students through feedback (“What do you think you should do next?”, “What’s your equation?”, “How can
you show that might be right?”) (Quality of Feedback)
• Teacher and student engage in a feedback loop at the end of the clip (Quality of Feedback)
• Students discuss content (Instructional Dialogue)
•

8. UTOP observation instrument
• Classroom environment
• Lesson Structure
• Implementation
• Mathematics/Science Content
http://utop.uteach.utexas.edu/

9. From diagnostic measurement to
improvement
• MTP (My Teaching Partner) offers teachers
ongoing, personalized coaching and feedback
aligned with a validated set of observable
teacher behaviors that are associated with
increases in student achievement. MTP was
designed using the CLASS as the measure of
effective teacher-student interactions.

10. Points of attention
• The predictive validity of teaching observations
with respect to student outcomes (how many
times a teacher needs to be observed to obtain
reasonable reliability)
• Various ways to scale teacher “scores”
• How to find “appropriate actions” given certain
diagnoses
• Shaping the context of application: purpose,
information, time involvement, administration
etc.