Contemporary Teacher Classroom Performance Observation Instruments

By Lavely, Carolyn; Berger, Neal et al. | Education, Summer 1994 | Go to article overview

Contemporary Teacher Classroom Performance Observation Instruments


Lavely, Carolyn, Berger, Neal, Blackman, Joseph, Follman, John, McCarthy, Jan, Education


Observation of teaching, which flourished in the 1960's and 1970's and then declined, is staging a comeback. This renewed interest has been stimulated by the education accountability movement, the teacher minimum competency movement, and the continuing emphasis on excellence in education.

The purpose of this paper is to overview the state of the art of contemporary classroom teaching performance observation instruments.

Instruments

The Teacher Performance Assessment Instruments (TPAI) (Capie, 1987), its derivative, Teacher Assessment and Development System -- Meritorious Teacher Form (TADS-MTP) (Lovelace & Martin, 1984), and the Florida Performance Measurement System (FPMS) (Peterson, Micceri & Smith, 1985) will be considered at length. Both TPAI and FPMS were developed to assess minimum proficiency of beginning teachers although both TADS-MTP and FPMS were also used in the short lived, controversial, Florida master, actually associate master, teacher program.

TPAI

The most influential instrument has been the TPAI, initially developed 20 years ago in Georgia, the state to implement a performance-based teacher certificatio model for beginning teachers. The TPAI (Ellett, 1986) is a high-inference ratin system of 14 generic teaching competencies, each articulated in two to five performance indicators (45 total). Probably in excess of $15,000,000 has been spent on TPAI research and development.

A considerable number of studies have established TPAI reliability: Capie, Tobin, Ellett & Johnson (1980); Capie, Ellett & Johnson (1981); Capie & Ellett (1982a); among others. Next reported are TPAI validity studies.

For an overview of various TPAI validation processes and content analysis correlations with pupil's perceptions of the learning environment, with pupil engagement, and especially with pupil achievement, see Capie & Ellett (1982b). Investigating TPAI dimensions in an independent factor analysis, Wiersma, Dickson, Jurs & Wenig (1983) obtained one large general factor, a teaching factor, and one smaller factor, instructional variety and feedback to students. Hsiung & Capie (1987) also factor analyzed the TPAI and found the factors consistently appearing to be planning, motivation, classroom management, and instruction.

TADS-MTP

Ellett & Capie (1985) described the development of TADS and especially, TADS-MT in Dade County, Florida. TADS-MTP consists of 19 teaching performance indicator defined by 68 more specific observation units. It is a high-inference system of 82 items categorized in four assessment categories: knowledge of subject matter techniques of instruction, classroom management, and teacher-student relations. It was judged by teachers to have adequate content validity. A larger proportio of merit teachers vs. nonmerit teachers demonstrated greater frequencies of all but one of the 82 TADS-MTP teaching behaviors. The differences were significant on 52 of 82 behaviors. Factor analysis and oblique rotation produced four factors: instruction; management of behavior and maintaining on-task behavior; classroom climate; and efficient administration of classroom routines.

FPMS

The FPMS is a low-inference observation system. First reported are reliability studies.

In an early reliability study (Teacher Evaluation Project, 1982-83), FPMS screening/summative estimates were .79 for discriminate, .85 for interrater, an .86 for stability. In a later reliability study (Teacher Evaluation Project, 1982-84), corresponding estimates were .91, .98, and .92, respectively. Next reported are FPMS validity studies.

Smith, Peterson & Micceri (1987a) reported expositorily that factor analysis of the FPM summative scores using the Florida Master Teacher data base supported the domain structure as defined. Teacher experience, attendance, degree, and FPMS classroom performance were compared with student achievement and student task engagement by Allen (1985). …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Contemporary Teacher Classroom Performance Observation Instruments
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.