Model
Digital Document
Publisher
Florida Atlantic University
Description
The purpose of this study was to investigate the
consistency of judgments by untrained, but knowledgeable,
observers in assessing teacher behaviors which assist
students in developing a positive self-concept as measured
by an original observational instrument . The study attempted
to answer the question: Can untrained observers agree
whether or not teacher behaviors which assist students in
developing a positive self-concept have been demonstrated? Five teacher educators and eighty graduate students in
their classes in the College of Education, Florida Atlantic
University, participated in the study. Of the eighty
graduate students, fifty-two were classroom teachers, seven
Here administrators, two were teacher supervisors, four were
teacher educators, five were full -time graduate students
with previous teaching experience, and ten were in other
occupations but had previous teaching experience. Eight of the classroom teachers were also department chairpersons.
The participants observed and assessed three different
videotaped lessons taught by three different teachers. Of
the sample, seventy-three observers were present for Tape I,
and seventy-eight observers were present for Tapes II and
III. No special training in the use of the instrument was
given. The observation instrument used in the study consisted
of thirty specific behaviors and a comment section. Observers checked whether each behavior was observed or not
observed during each lesson and some made comments in
addition.Observer responses on the comment section of the
instrument were inconsistent. The comment section elicited
free association responses, and high observer consistency
was not expected. If the instrument was used in the actual
practice of competency assessment, the comment section could be beneficial in that the observed teacher could
receive commendations, clarifications, or suggestions
for improvement.
consistency of judgments by untrained, but knowledgeable,
observers in assessing teacher behaviors which assist
students in developing a positive self-concept as measured
by an original observational instrument . The study attempted
to answer the question: Can untrained observers agree
whether or not teacher behaviors which assist students in
developing a positive self-concept have been demonstrated? Five teacher educators and eighty graduate students in
their classes in the College of Education, Florida Atlantic
University, participated in the study. Of the eighty
graduate students, fifty-two were classroom teachers, seven
Here administrators, two were teacher supervisors, four were
teacher educators, five were full -time graduate students
with previous teaching experience, and ten were in other
occupations but had previous teaching experience. Eight of the classroom teachers were also department chairpersons.
The participants observed and assessed three different
videotaped lessons taught by three different teachers. Of
the sample, seventy-three observers were present for Tape I,
and seventy-eight observers were present for Tapes II and
III. No special training in the use of the instrument was
given. The observation instrument used in the study consisted
of thirty specific behaviors and a comment section. Observers checked whether each behavior was observed or not
observed during each lesson and some made comments in
addition.Observer responses on the comment section of the
instrument were inconsistent. The comment section elicited
free association responses, and high observer consistency
was not expected. If the instrument was used in the actual
practice of competency assessment, the comment section could be beneficial in that the observed teacher could
receive commendations, clarifications, or suggestions
for improvement.
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