scholarly journals COPUS, PORTAAL, or DART? Classroom Observation Tool Comparison From the Instructor User’s Perspective

2021 ◽  
Vol 6 ◽  
Author(s):  
Mitra Asgari ◽  
Asha M. Miles ◽  
Maria Sol Lisboa ◽  
Mark A. Sarvary
Keyword(s):  
Active Learning ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Classroom Observation ◽  
Assessment Tools ◽  
Constructive Feedback ◽  
Time Investment ◽  
Observation Protocol ◽  
Available Resources

Classroom observation tools are used to evaluate teaching and learning activities, and to provide constructive feedback to instructors. To help instructors with selecting a suitable tool based on their needs and available resources, in this study, a group of observers assessed lectures of an introductory biology course using three, broadly cited classroom assessment tools in the STEM field: the Classroom Observation Protocol for Undergraduate STEM (COPUS); the Practical Observation Rubric to Assess Active Learning (PORTAAL); and the Decibel Analysis for Research in Teaching (DART). From a user’s perspective, we evaluated 1) the type and extent of information each tool provides, and 2) the time investment and difficulty of working with each tool. The assessment result of each tool was compared, with a list of expected outcomes generated by surveying a group of college instructors and with the result of a self-teaching assessment tool, Teaching Practices Inventory (TPI). Our findings conclude that each tool provided valuable assessment with a broad range of outcomes and time investment: PORTAAL offered the most detailed information on the quality of teaching practices and students’ engagement, but it demanded the greatest time investment. DART provided a basic estimation of active learning proportion with the least effort. The level of assessment outcome and the time investment when using COPUS was found to be less than PORTAAL, and more than DART. The TPI self-assessment outcome was found to be slightly optimistic regarding the proportion of active learning practices used in the studied course. This comparative study can help instructors in selecting a tool that suits their needs and available resources for a better assessment of their classroom teaching and learning.

scholarly journals ADAPTATION OF A CLASSROOM OBSERVATION PROTOCOL FOR ACTIVE LEARNING

2021 ◽  
Author(s):  
Allison Van Beek ◽  
Susan McCahan
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Large Scale ◽  
Teaching Practice ◽  
Classroom Observation ◽  
Learning Activities ◽  
Large Classes ◽  
Space Design ◽  
Observation Protocol ◽  
Future Work

In our work, we are focusing on the use of classroom observation to provide feedback on instructional space design. An initiative to redesign teaching space began a decade ago at a large, research-intensive institution. In September 2018, a large-scale (477 seat) active learning classroom became operational. The affordances of this space are intended to enable active teaching and learning in large classes. However, it is difficult to assess how successful this space is for active learning. A multi-year study has been undertaken to observe teaching practice in situ, with the goalof developing design principles for instructional space and technology that support the development, design, and implementation of teaching activities. Existing teaching observation protocols do not fully capture the interaction between the instructor and the space because such protocols were generally intended for other purposes. The goal is to develop a protocol that captures activities that are both intrinsic and extrinsic to teaching. This paper describes the development and use of an observation protocol. The core of the protocol is the wellknownTeaching Dimensions Observation Tool (TDOP). The scope of the TDOP is extended to active learning activities drawing from the Active Learning Classroom Observation Tool (ALCOT). The resulting extended protocol, TDOP+, was used for coding both live and recorded classroomobservations in the Winter 2020 term. This extended protocol allows the researchers to capture information that characterizes the intersection of pedagogy, space, and technology through Activity Theory. In future work, the data gathered through observations will be analyzed using theDifferentiated Overt Learning Activities (DOLA) framework, to provide insight into what types of teaching activity happens in a large-scale active learning classroom across STEM education and how active learning in large classrooms compares to pedagogy in other spaces.

scholarly journals Pelatihan penerapan pembelajaran “PAIKEM” Bagi Guru Sekolah Dasar Muhammadiyah di Desa Randu, Kec. Subah, Kab. Batang Tahun 2010

Warta LPM ◽  
2017 ◽  
Vol 19 (3) ◽  
pp. 111-119
Author(s):  
Zaenal Abidin
Keyword(s):  
Active Learning ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Learning Model ◽  
School Development ◽  
National Education ◽  
Set Up ◽  
The One ◽  
Participative Learning

Learning is an urgent issue in educating nations, to build natonal character, and to set up the noble moral. This clearly defined in the function and the objective ofnational education, that the national education functioned to develop the ability, tobuild character, and to raise the value of national civilization in order to brightennational life. Its goal is to develop the potential of the student in order to be a faithfuland pious person toward God the One, to have the good moral, to be healthy, learned,be capable, creative, autonomous, and to become a democrative and responsiblecitizen.Desa Randu, Kecamatan Subah is the supportive area in Kabupaten Batang. Desa Randu is one of the Branch of Muhammadiyah which quite progressive in Kecamatan Subah, but most of the school development in Kecamatan Subah not welldeveloped yet.In order to fulfill the need, so it necessary to held a training and teaching practices in Microteaching that conditioned as the active learning to the teacher especially the private teachers (Muhammadiyah) with the materials designed by and for the teacher in Teaching and Learning Process.The method used to realizationing this program is in form of training to design PAIKEM Learning (Active, innovative, creative, effective, and exciting) for teacherin SMP Darul Hijrah Desa Randu, Kecamatan Subah Kabupaten Batang.After training, the teacher feel the benefit of participative learning model alsothey feel happy about the training.

scholarly journals The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices

2013 ◽  
Vol 12 (4) ◽  
pp. 618-627 ◽  
Author(s):  
Michelle K. Smith ◽  
Francis H. M. Jones ◽  
Sarah L. Gilbert ◽  
Carl E. Wieman
Keyword(s):  
Teaching Practices ◽  
Classroom Observation ◽  
Critical Role ◽  
Observation Data ◽  
College Science ◽  
Science Technology ◽  
New Instrument ◽  
Improving Student Learning ◽  
And Mathematics ◽  
Observation Protocol

Instructors and the teaching practices they employ play a critical role in improving student learning in college science, technology, engineering, and mathematics (STEM) courses. Consequently, there is increasing interest in collecting information on the range and frequency of teaching practices at department-wide and institution-wide scales. To help facilitate this process, we present a new classroom observation protocol known as the Classroom Observation Protocol for Undergraduate STEM or COPUS. This protocol allows STEM faculty, after a short 1.5-hour training period, to reliably characterize how faculty and students are spending their time in the classroom. We present the protocol, discuss how it differs from existing classroom observation protocols, and describe the process by which it was developed and validated. We also discuss how the observation data can be used to guide individual and institutional change.

scholarly journals Expert recommendations for the design of a children’s movement competence assessment tool for use by primary school teachers

2018 ◽  
Vol 25 (2) ◽  
pp. 524-543
Author(s):  
David Morley ◽  
Thomas Van Rossum ◽  
David Richardson ◽  
Lawrence Foweather
Keyword(s):  
Focus Groups ◽  
Primary School ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Competence Assessment ◽  
School Teachers ◽  
Primary School Teachers ◽  
Multi Phase ◽  
Expert Recommendations

A child’s early school years provide a crucial platform for them to develop fundamental movement skills (FMS), yet it has been acknowledged that there is a shortage of suitable FMS assessment tools for teachers to use within schools. To begin to address this shortfall, the purpose of this study was to elicit expert recommendations for the design of a FMS assessment tool for use by primary school teachers. A multi-phase research design was used, involving two scenario-guided focus groups with movement experts ( n = 8; five academics and three practitioners). Data captured in both focus groups were transcribed verbatim and thematically analysed. Three dichotomous dilemmas emerged from the data in relation to assessing children’s movement competence: (a) Why? For research purposes or to enhance teaching and learning?; (b) How? Should the assessment setting be engineered or natural?; and (c) What? Should the detail of the assessment be complex or simple and should the nature of the tasks be static or dynamic? These findings suggest that any future development of movement competence assessment protocols for use by primary school teachers needs to consider the specific purpose and context of the assessment.

The Instructional Challenge in Improving Teaching Quality: Lessons from a Classroom Observation Protocol

2014 ◽  
Vol 116 (6) ◽  
pp. 1-32
Author(s):  
Drew Gitomer ◽  
Courtney Bell ◽  
Yi Qi ◽  
Daniel Mccaffrey ◽  
Bridget K. Hamre ◽  
...  
Keyword(s):  
Teacher Evaluation ◽  
Emotional Support ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Classroom Observation ◽  
Instructional Support ◽  
Teaching Quality ◽  
Self Report ◽  
Classroom Organization ◽  
Observation Protocol

Background/Context Teacher evaluation is a major policy initiative intended to improve the quality of classroom instruction. This study documents a fundamental challenge to using teacher evaluation to improve teaching and learning. Purpose Using an observation instrument (CLASS-S), we evaluate evidence on different aspects of instructional practice in algebra classrooms to consider how much scores vary, how well observers are able to judge practice, and how well teachers are able to evaluate their own practice. Participants The study includes 82 Algebra I teachers in middle and high schools. Five observers completed almost all observations. Research Design Each classroom was observed 4–5 times over the school year. Each observation was coded and scored live and by video. All videos were coded by two independent observers, as were 36% of the live observations. Observers assigned scores to each of 10 dimensions. Observer scores were also compared with master coders for a subset of videos. Participating teachers also completed a self-report instrument (CLASS-T) to assess their own skills on dimensions of CLASS-S. Data Collection and Analysis For each lesson, data were aggregated into three domain scores, Emotional Support, Classroom Organization, and Instructional Support, and then averaged across lessons to create scores for each classroom. Findings/Results Classroom Observation scores fell in the high range of the protocol. Scores for Emotional Support were in the midlevel range, and the lowest scores were for Instructional Support. Scores for each domain were clustered in narrow ranges. Observers were more consistent over time and agreed more when judging Classroom Organization than the other two domains. Teacher ratings of their own strengths and weaknesses were positively related to observation scores for Classroom Organization and unrelated to observation scores for Instructional Support. Conclusions/Recommendations This study identifies a critical challenge for teacher evaluation policy if it is to improve teaching and learning. Aspects of teaching and learning in the observation protocol that appear most in need of improvement are those that are the hardest for observers to agree on, and teachers and external observers view most differently. Reliability is a marker of common understanding about important constructs and observation protocols are intended to provide a common language and structure to inform teaching practice. This study suggests the need to focus our efforts on the instructional and interactional aspects of classrooms through shared conversations and clear images of what teaching quality looks like.

scholarly journals The Use of “Scratch and Challenge Board” as an Alternative Assessment Tool to Enhance University Students’ Skills

2021 ◽  
Vol 17 (3) ◽  
pp. 85
Author(s):  
Tajularipin Sulaiman ◽  
Suzieleez Syrene Abdul Rahim ◽  
KaiYan Wong ◽  
Wan Marzuki Wan Jaafar
Keyword(s):  
Focus Group ◽  
Learning Environment ◽  
University Students ◽  
21St Century ◽  
21St Century Skills ◽  
Alternative Assessment ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Research Approach

Abstract: In the teaching and learning process, assessment can be applied in various ways.  In order to ensure the quality of education, assessment should be performed as a platform to support student learning. The role of assessment also ensures that students’ learning outcomes meet the needs of the 21st century skills. “Scratch & Challenge Board” (SCB) can be used to support the 21st century teaching and learning environment through focus group discussions. Therefore, the aim of this study was to explore the perspectives of university students on the use of “Scratch & Challenge Board” as an alternative assessment tool in enhancing students’ skills. This study applied the qualitative research approach. Data were collected through focus group interviews and related documents such as students’ assignments. A total of 10 focus group were obtained, with 3-4 students in each group, and each discussion was moderated by an experienced moderator. Collected data were analysed using constant comparative data analysis methods to obtain the themes. Four (4) themes emerged in this study: (i) alternative assessment encourages active participation in learning, (ii) integrating technologies in assessment tools, (iii) relevant with 21st century skills, and (iv) improvement in learning environment. In conclusion, the “Scratch and Challenge Board” is an assessment tool that not only supports face-to-face teaching and learning, but can also be integrated with technological devices and social media platforms. The “Scratch and Challenge Board” also enhances students’ 21st century skills   Keywords: Assessment tool, Alternative assessment, Group discussion, Teaching innovation

scholarly journals Assessment of Clinical Reasoning by Listening to Case Presentations: VSOP Method for Better Feedback

2016 ◽  
Vol 3 ◽  
pp. JMECD.S30035 ◽  
Author(s):  
Hirotaka Onishi
Keyword(s):  
Clinical Reasoning ◽  
Clinical Education ◽  
Teaching And Learning ◽  
Rating Scale ◽  
Assessment Tool ◽  
Reliability And Validity ◽  
Assessment Tools ◽  
The One ◽  
Case Presentations ◽  
Almost All

Case presentation is used as a teaching and learning tool in almost all clinical education, and it is also associated with clinical reasoning ability. Despite this, no specific assessment tool utilizing case presentations has yet been established. SNAPPS (summarize, narrow, analyze, probe, plan, and select) and the One-minute Preceptor are well-known educational tools for teaching how to improve consultations. However, these tools do not include a specific rating scale to determine the diagnostic reasoning level. Mini clinical evaluation exercise (Mini-CEX) and RIME (reporter, interpreter, manager, and educator) are comprehensive assessment tools with appropriate reliability and validity. The vague, structured, organized and pertinent (VSOP) model, previously proposed in Japan and derived from RIME model, is a tool for formative assessment and teaching of trainees through case presentations. Uses of the VSOP model in real settings are also discussed.

scholarly journals Use of an interactive digital assessment tool in mathematics education for engineers

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Andrey Chesnokov ◽  
Siebe Van Albada
Keyword(s):  
Mathematics Education ◽  
Teaching Practices ◽  
Qualitative Data ◽  
Teaching Assistants ◽  
Assessment Tool ◽  
Assessment System ◽  
Learning Goals ◽  
Constructive Feedback ◽  
Digital Assessment

Basic courses in mathematics for engineers often have more than several hundred participants. To achieve the learning goals it is necessary that the students work actively on specific problems. While working on the problems, students require assistance. As a supplement to guidance by lecturers and teaching assistants, NTNU has piloted use of a digital assessment system STACK, that enables constructive feedback and is to some degree interactive. We will discuss how we integrate digital assessment into daily teaching practices, show examples of the problems and present some qualitative data collected from actual students.

scholarly journals Czy pojawienie się technologii informacyjno-komunikacyjnych w klasie szkolnej oznacza zmianę praktyk nauczania i uczenia się?

2020 ◽  
Vol 50 (3) ◽  
Author(s):  
Lucyna Kopciewicz
Keyword(s):  
Digital Technology ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Classroom Observation ◽  
Learning Activities ◽  
Small Scale ◽  
Classroom Teachers ◽  
Learning And Teaching ◽  
Educational Culture ◽  
Learning Practices

Research on technology integration in school classrooms convinces that digital technologies are closely related to the discourse of educational change. What really changes when digital technology is used in the classroom? This is the driving question for the present study. This research contributes knowledge on learning and teaching practices in 19 early education classrooms observed over two school semesters. The design of teaching and learning with tablet technology was explored using the didactical design framework. This perspective focuses on both teachers’ practices and students’ learning activities in the classroom and how tablet technology is integrated into teaching and learning practices. Although the research project was performed on a small scale, it can be defined as one that documents the changes to learning and teaching practices happening in the traditional educational culture of the schools under analysis. These changes were identified through the data collected by means of structured classroom observation (283 teaching hours) and interviews with classroom teachers. The analysis resulted in three distinct sets of emergent teaching and learning practices and a series of conflicts and tensions teachers experience in their everyday tablet-mediated teaching practices.

scholarly journals Effectiveness Of Quizizz in Interactive Teaching and Learning Malay Grammar

2021 ◽  
Vol 17 (3) ◽  
pp. 109
Author(s):  
Thulasirani A/P Munuyandi ◽  
Salina Husain ◽  
Mohd Azidan Abdul Jabar ◽  
Zuraini Jusoh
Keyword(s):  
Teaching And Learning ◽  
Assessment Tool ◽  
Sampling Strategy ◽  
Simple Random Sampling ◽  
Assessment Tools ◽  
Survey Questionnaire ◽  
School Students ◽  
Self Assessment ◽  
Interactive Teaching ◽  
Questionnaire Research

Abstract: For teaching and learning Malay language grammar, there are many types of online assessment tools and applications have been developed in Malaysia. One such application is Quizizz, a game-based online quiz that facilitates teaching and learning. The purpose of this research is to measure the effectiveness of Quizizz application to teach and learn Malay grammar. We have used descriptive questionnaire research design, and chosen 130 students from Tamil schools by following the simple random sampling strategy. We have explored the effectiveness of Quizizz application as a formative quizzing tool for teaching and learning Malay grammar in year-four Tamil school students from 15 Tamil schools in Manjung district. The results showed that it was imperative to use Quizizz as a formative assessment tool to learn and teach Malay grammar to Tamil students. Students also responded positively to the use of Quizizz in the classroom through survey questionnaire results. At the end, we conclude that it is important for teachers to consider using fun and entertainment technology quizzing tools to teach Malay grammar.   Keywords: Malay grammar, Quizizz, Self-assessment, Teaching and learning

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