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Assessing Mathematics Classroom Instruction: Observation of Learning Environments (OLE)

机译：评估数学课堂教学：学习环境的观察（OLE）

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摘要

Policy makers and school administrators have sometimes relied on very indirect indicators of instructional effectiveness (e.g., teacher experience, student outcomes, etc.). Classroom observation protocols are a more direct, and potentially more valid, measure of instructional effectiveness. However, some observational measures may be impractical for field use and many observational protocols lack sufficient evidence of psychometric properties such as standardization, validity, and reliability. The Observation of Learning Environments (OLE) is a classroom observation protocol intended to measure on-line mathematics classroom instruction. This study investigated the score reliability, construct validity, and inter-rater agreement of the OLE and found that while score reliability and inter-rater reliability were strong, evidence supporting the construct validity of this measure was limited. Suggestions for improving construct validity evidence were offered.
机译：政策制定者和学校行政人员有时会依赖非常间接的教学效果指标（例如，教师经验，学生成绩等）。课堂观察协议是一种更直接，可能更有效的教学效果度量。但是，某些观察性措施对于现场使用可能不切实际，并且许多观察性协议缺乏心理测量特性（如标准化，有效性和可靠性）的充分证据。学习环境的观察（OLE）是一种课堂观察协议，旨在测量在线数学课堂教学。这项研究调查了OLE的得分可靠性，构建效度和评估者之间的一致性，发现尽管得分可靠性和评估者间的可靠性很强，但支持该措施的构建效度的证据有限。提出了改善构筑物效度证据的建议。

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