De ontwikkeling van een lesobservatie-instrument voor het rekenonderwijs volgens het Focus-principe

Harkink, Peter (2013) De ontwikkeling van een lesobservatie-instrument voor het rekenonderwijs volgens het Focus-principe.

Abstract:In this thesis, a description is given of the development of a classroom observation instrument for mathematics based on the Focus philosophy. The University of Twente is interested in how teachers apply the Focus training content Focus in their math lessons in primary schools. Based on this question an attempt was made to develop a classroom observation instrument. The purpose was that the instrument could be used by teachers, school leaders and other school staff as well as by external people. The instrument should enable the valid, reliable and efficient evaluation of the instructional activities of teachers. First, a literature study was carried out to examine the requirements such a tool should meet. The Framework for Teaching of Danielson (2007), the Classroom Assessment Scoring System, created by Pianta, La Paro, and Hamre (2006), and the framework of van de Grift (2007) were analyzed. These showed that especially the interaction between the teacher and the student is important. The three frameworks include a number of domains, which were used to determine the content of the class observation instrument: ‘instruction’, ‘management en organization’ and ‘classroom environment’. Based on the literature study it was concluded that a direct observation instrument with a rating system was most suitable for this project. Subsequently, based on the three frameworks and by means of existing monitoring instruments, the content of the items in the instrument was determined. A first version of the instrument has been tested by the author, and based on the findings, a second version was made. This version has been tested by twenty observers (consisting of fifteen teachers, three internal attendants, one remedial teacher, and one school leader) at a primary school in Enschede. The observers had been divided into five different test groups. One group observed three entire math lessons. The other four groups observed parts of the three lessons. The results showed that the items within the ‘group instruction’, ‘extended instruction’ and ‘processing phase’ are internally consistent. Second, the scores assigned by the group that observed the whole lesson were significantly higher at the ‘extended instruction’ and ‘processing’ phase than the scores assigned by the groups that observed just a part of the lesson. A variety of factors may account for this: the observers had not been trained much, the number of observers was small, and all lessons had been taped at one primary school. The validity of the instrument has not been determined yet and therefore remains uncertain. The class observation instrument as it is right now should be tested more, and on a larger scale to determine its validity and reliability.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
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