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Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt

Measuring the quality of classroom teaching

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Page 1: Measuring the quality of classroom teaching

Measuring the quality of classroom teaching

Eckhard Klieme German Institute for International

Educational Research, Frankfurt

Page 2: Measuring the quality of classroom teaching

Good, Wiley & Florez (2009): Effective Teaching: An Emerging Synthesis.In G. Dworkin (Eds.), International Handbook of Research on Teachers and Teaching. New York: Springer, pp. 803-816

Page 3: Measuring the quality of classroom teaching

Good, Wiley & Florez (2009): Effective Teaching: An Emerging Synthesis.In G. Dworkin (Eds.), International Handbook of Research on Teachers and Teaching. New York: Springer, pp. 803-816

• Curriculum alignment • Coherent content• Appropriate expectations

Content

Page 4: Measuring the quality of classroom teaching

Good, Wiley & Florez (2009): Effective Teaching: An Emerging Synthesis.In G. Dworkin (Eds.), International Handbook of Research on Teachers and Teaching. New York: Springer, pp. 803-816

• Curriculum alignment • Coherent content• Appropriate expectations • Scaffolding students‘ ideas and task involvement• Practice/application • Goal-oriented assessment

Content Practices

Page 5: Measuring the quality of classroom teaching

Good, Wiley & Florez (2009): Effective Teaching: An Emerging Synthesis.In G. Dworkin (Eds.), International Handbook of Research on Teachers and Teaching. New York: Springer, pp. 803-816

• Curriculum alignment • Coherent content• Appropriate expectations • Scaffolding students‘ ideas and task involvement• Practice/application • Goal-oriented assessment • Opportunity to learn (classroom management) • Proactive and supportive classrooms • Thoughtful discourse (cognitive activation)

Content Practices Quality of enactment

Page 6: Measuring the quality of classroom teaching

Measuring the quality of mathematics teaching: PISA 2012 -

Page 7: Measuring the quality of classroom teaching

Measuring the quality of mathematics teaching: PISA 2012 - Content: Use of problem types

Page 8: Measuring the quality of classroom teaching

Measuring the quality of mathematics teaching: PISA 2012 - Content: Use of problem types

Page 9: Measuring the quality of classroom teaching

Measuring the quality of mathematics teaching: PISA 2012 - Content: Use of problem types

Page 10: Measuring the quality of classroom teaching
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Measuring the quality of mathematics teaching: PISA 2012 – PracticesAssessment and Feedback

Student-oriented

Student oriented

The teacher gives different work to classmates that have difficulties learning and/or to those who can advance fasterThe teacher assigns projects that require at least one week to completeThe teacher has us work in small groups to come up with joint solutions to a problem or taskThe teacher asks us to help plan classroom activities or topics

The teacher tells us what is expected of us when we get a test, quiz or assignment

The teacher tells me about how well I am doing in my mathematics class

The teacher gives me feedback on my strengths and weaknesses in mathematicsThe teacher tells me what I need to do to become better in mathematics

Page 12: Measuring the quality of classroom teaching
Page 13: Measuring the quality of classroom teaching

Measuring the quality of mathematics teaching: PISA 2012 – Quality of enactmentCognitive activation

Teacher support

Disciplinary climate (Classroom Management)

Student oriented

The teacher asks questions that make us reflect on the problem

The teacher gives problems that require us to think about them for an extended time

The teacher asks us to decide on our own procedures for solving complex problems

The teacher gives extra help when students need itThe teacher helps students with their learningThe teacher continues teaching until the students understand

Page 14: Measuring the quality of classroom teaching
Page 15: Measuring the quality of classroom teaching

Measuring the quality of mathematics teaching: PISA 2012 – Summary for United Kingdom

• Content: Mathematics education in the UK has a focus on applied, rather than pure mathematics.UK students report relatively poor knowledge of mathematical concepts

• Practices: Teacher feedback to students is commonly used, while student-centered practices such as small group work are rare.

• Quality: UK classrooms show high quality of enactment – (a) Cognitive Activation, (b) Supportive Climate, (c) Classroom Management

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Mathematics content: Pure mathematics -

An indicator for school quality within the UK?

PISA 2012:N=507 UK schools

r = .611

Page 17: Measuring the quality of classroom teaching

Classroom Management-

An indicator for school quality within the UK?

PISA 2012:N=507 UK schools

r = .375

Page 18: Measuring the quality of classroom teaching

Supportive Climate -

An indicator for school quality within the UK?

PISA 2012:N=507 UK schools

r = .311

Page 19: Measuring the quality of classroom teaching

Three generic dimensions of teaching qualityDerived from video ratings

Klieme, Schümer & Knoll:

TIMSS-Video (Germany), 1994• Classroom management• Supportive climate• Cognitive activation

Pianta & Hamre:

Classroom oberservation scales (CLASS)• Classroom organization• Emotional support• Instructional support

Page 20: Measuring the quality of classroom teaching

Quality of instruction(opportunities provided)

Mediation (take up)

Effects

Classroom Management

(Behavior regulation; time on task)

Knowledge and understanding

Cognitive Activation (Depth of processing, reflectivelearning)

Supportive Climate(self determi-nation, positive emotions)

Motivation and affective outcomes

Page 21: Measuring the quality of classroom teaching

Three generic dimensions of teaching qualityUsed by German school inspectorates (based on 20 min observations)

(Pietsch (Hamburg): Hierarchical model, highest level = Adaptivity)

Adaptive Teaching

Cognitive Activation

Classroom Management

Supportive Climate

Page 22: Measuring the quality of classroom teaching

Thank you for your attention !

Professor Dr. Eckhard Klieme

[email protected]

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