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Measuring the quality of classroom teaching

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

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Measuring the quality of classroom teaching

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

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

  3. Good, Wiley & Florez (2009): Effective Teaching: An Emerging Synthesis.In G. Dworkin (Eds.), International Handbook of Research on Teachersand Teaching. New York: Springer, pp. 803-816 • Curriculum alignment • Coherentcontent • Appropriateexpectations Content

  4. Good, Wiley & Florez (2009): Effective Teaching: An Emerging Synthesis.In G. Dworkin (Eds.), International Handbook of Research on Teachersand Teaching. New York: Springer, pp. 803-816 • Curriculum alignment • Coherentcontent • Appropriateexpectations • Scaffoldingstudents‘ ideas and taskinvolvement • Practice/application • Goal-orientedassessment Content Practices

  5. Good, Wiley & Florez (2009): Effective Teaching: An Emerging Synthesis.In G. Dworkin (Eds.), International Handbook of Research on Teachersand Teaching. New York: Springer, pp. 803-816 • Curriculum alignment • Coherentcontent • Appropriateexpectations • Scaffoldingstudents‘ ideas and taskinvolvement • Practice/application • Goal-orientedassessment • Opportunitytolearn(classroommanagement) • Proactive and supportiveclassrooms • Thoughtfuldiscourse(cognitiveactivation) Content Practices Quality ofenactment

  6. Measuring the quality of mathematics teaching: PISA 2012 -

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

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

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

  10. Measuring the quality of mathematics teaching: PISA 2012 – PracticesAssessment and Feedback Student-oriented Student oriented

  11. Measuring the quality of mathematics teaching: PISA 2012 – Quality of enactmentCognitive activation Teacher supportDisciplinary climate (Classroom Management) Student oriented

  12. Measuring the quality of mathematics teaching: PISA 2012 – Summary for United Kingdom • Content: Mathematicseducation in the UK has a focus on applied, ratherthan pure mathematics.UK studentsreportrelativelypoorknowledgeofmathematicalconcepts • Practices: Teacherfeedbacktostudentsiscommonlyused, whilestudent-centeredpractices such assmallgroupworkare rare. • Quality: UK classroomsshow high qualityofenactment – (a) CognitiveActivation, (b) SupportiveClimate, (c) Classroom Management

  13. Mathematicscontent: Pure mathematics - An indicatorforschoolqualitywithinthe UK? PISA 2012: N=507 UK schools r = .611

  14. Classroom Management- An indicatorforschoolqualitywithinthe UK? PISA 2012: N=507 UK schools r = .375

  15. SupportiveClimate - An indicatorforschoolqualitywithinthe UK? PISA 2012: N=507 UK schools r = .311

  16. Threegeneric dimensions of teachingquality Derivedfromvideoratings Klieme, Schümer & Knoll: TIMSS-Video (Germany), 1994 • Classroommanagement • Supportiveclimate • Cognitiveactivation Pianta& Hamre: Classroomoberservationscales (CLASS) • Classroomorganization • Emotional support • Instructionalsupport

  17. Threegeneric dimensions of teachingquality UsedbyGerman schoolinspectorates (based on 20 min observations)(Pietsch (Hamburg): Hierarchicalmodel, highestlevel = Adaptivity) Adaptive Teaching CognitiveActivation Classroom Management SupportiveClimate

  18. Thankyou for your attention ! Professor Dr. Eckhard Klieme klieme@dipf.de

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