Addressing Measurement Issues in Two Large-Scale Mathematics Classroom Observation Protocols
Document Type
Book Section
Publication Date
5-19-2015
Publication Title
Large-Scale Studies in Mathematics Education
Publisher
Springer
First page number:
363
Last page number:
371
Abstract
In large-scale studies of mathematics achievement, many important variables are at the classroom level and therefore require the collection of classroom observation data. However, in these studies, collecting observation data is expensive, and collecting numerous observations can be cost prohibitive. In addition to these practical considerations, there are methodological and conceptual considerations to measuring instruction. This chapter raises several of these issues around measuring mathematics classroom instruction by using empirical data from two prominent observational protocols.
Keywords
Assessment; Curriculum; Mathematics education; Measurement; School and teacher effectiveness
Disciplines
Education | Science and Mathematics Education
Language
English
Repository Citation
Shih, J. C.,
Ing, M.,
Tarr, J. E.
(2015).
Addressing Measurement Issues in Two Large-Scale Mathematics Classroom Observation Protocols.
Large-Scale Studies in Mathematics Education
363-371.
Springer.
http://dx.doi.org/10.1007/978-3-319-07716-1_16