Publication

Teacher evaluation through observation: Application of classroom observation and student ratings to improve teaching effectiveness in classrooms

van der Lans, R., 2017, [Groningen]: University of Groningen. 237 p.

Research output: ThesisThesis fully internal (DIV)Academic

APA

van der Lans, R. (2017). Teacher evaluation through observation: Application of classroom observation and student ratings to improve teaching effectiveness in classrooms. [Groningen]: University of Groningen.

Author

van der Lans, Rikkert. / Teacher evaluation through observation : Application of classroom observation and student ratings to improve teaching effectiveness in classrooms. [Groningen] : University of Groningen, 2017. 237 p.

Harvard

van der Lans, R 2017, 'Teacher evaluation through observation: Application of classroom observation and student ratings to improve teaching effectiveness in classrooms', Doctor of Philosophy, University of Groningen, [Groningen].

Standard

Teacher evaluation through observation : Application of classroom observation and student ratings to improve teaching effectiveness in classrooms. / van der Lans, Rikkert.

[Groningen] : University of Groningen, 2017. 237 p.

Research output: ThesisThesis fully internal (DIV)Academic

Vancouver

van der Lans R. Teacher evaluation through observation: Application of classroom observation and student ratings to improve teaching effectiveness in classrooms. [Groningen]: University of Groningen, 2017. 237 p.


BibTeX

@phdthesis{b40c6e185dd5458aa83057d743f2700d,
title = "Teacher evaluation through observation: Application of classroom observation and student ratings to improve teaching effectiveness in classrooms",
abstract = "Once is not enoughTeacher evaluation is central to current policy efforts aiming to raise educational standards. In the many countries including the Netherlands England and the U.S., teacher evaluation involves classroom observation by the school principal which ideally visits his/her teachers once or twice yearly. This dissertation research suggests that visiting teachers once or twice will lead to unreliable and invalid evaluation. Once (or twice) visiting a teacher’s lesson provides observers with a “snap shot” and too few information to draw any firm conclusions concerning the teacher’s general pedagogical-didactical skill. Modest reliability requires at least four lesson visits, preferably by different observers. High reliability seems to be unachievable if using only classroom observation and most likely will require some combination of student questionnaire ratings and classroom observations. Hence, decisions which have high personal stakes (such as teacher tenure, salary and dismissal) and which require high reliability preferably should not be made based on observations made during lesson visits only. This dissertation discusses this and other issues concerning the reliability and validity of classroom observation and student questionnaires. For more information about the dissertation “Teacher evaluation though observation” please email Rikkert van der Lans: R.M.van.der.Lans@RUG.NL.",
author = "{van der Lans}, Rikkert",
year = "2017",
language = "English",
isbn = "978-90-367-9683-5",
publisher = "University of Groningen",
school = "University of Groningen",

}

RIS

TY - THES

T1 - Teacher evaluation through observation

T2 - Application of classroom observation and student ratings to improve teaching effectiveness in classrooms

AU - van der Lans, Rikkert

PY - 2017

Y1 - 2017

N2 - Once is not enoughTeacher evaluation is central to current policy efforts aiming to raise educational standards. In the many countries including the Netherlands England and the U.S., teacher evaluation involves classroom observation by the school principal which ideally visits his/her teachers once or twice yearly. This dissertation research suggests that visiting teachers once or twice will lead to unreliable and invalid evaluation. Once (or twice) visiting a teacher’s lesson provides observers with a “snap shot” and too few information to draw any firm conclusions concerning the teacher’s general pedagogical-didactical skill. Modest reliability requires at least four lesson visits, preferably by different observers. High reliability seems to be unachievable if using only classroom observation and most likely will require some combination of student questionnaire ratings and classroom observations. Hence, decisions which have high personal stakes (such as teacher tenure, salary and dismissal) and which require high reliability preferably should not be made based on observations made during lesson visits only. This dissertation discusses this and other issues concerning the reliability and validity of classroom observation and student questionnaires. For more information about the dissertation “Teacher evaluation though observation” please email Rikkert van der Lans: R.M.van.der.Lans@RUG.NL.

AB - Once is not enoughTeacher evaluation is central to current policy efforts aiming to raise educational standards. In the many countries including the Netherlands England and the U.S., teacher evaluation involves classroom observation by the school principal which ideally visits his/her teachers once or twice yearly. This dissertation research suggests that visiting teachers once or twice will lead to unreliable and invalid evaluation. Once (or twice) visiting a teacher’s lesson provides observers with a “snap shot” and too few information to draw any firm conclusions concerning the teacher’s general pedagogical-didactical skill. Modest reliability requires at least four lesson visits, preferably by different observers. High reliability seems to be unachievable if using only classroom observation and most likely will require some combination of student questionnaire ratings and classroom observations. Hence, decisions which have high personal stakes (such as teacher tenure, salary and dismissal) and which require high reliability preferably should not be made based on observations made during lesson visits only. This dissertation discusses this and other issues concerning the reliability and validity of classroom observation and student questionnaires. For more information about the dissertation “Teacher evaluation though observation” please email Rikkert van der Lans: R.M.van.der.Lans@RUG.NL.

M3 - Thesis fully internal (DIV)

SN - 978-90-367-9683-5

PB - University of Groningen

CY - [Groningen]

ER -

ID: 41960551