measuring the quality of classroom teaching eckhard klieme german institute for international...
TRANSCRIPT
![Page 1: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/1.jpg)
Measuring the quality of classroom teaching
Eckhard Klieme German Institute for International
Educational Research, Frankfurt
![Page 2: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/2.jpg)
Good, Wiley & Florez (2009): Effective Teaching: An Emerging Synthesis.In G. Dworkin (Eds.), International Handbook of Research on Teachers and Teaching. New York: Springer, pp. 803-816
![Page 3: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/3.jpg)
Good, Wiley & Florez (2009): Effective Teaching: An Emerging Synthesis.In G. Dworkin (Eds.), International Handbook of Research on Teachers and Teaching. New York: Springer, pp. 803-816
• Curriculum alignment • Coherent content• Appropriate expectations
Content
![Page 4: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/4.jpg)
Good, Wiley & Florez (2009): Effective Teaching: An Emerging Synthesis.In G. Dworkin (Eds.), International Handbook of Research on Teachers and Teaching. New York: Springer, pp. 803-816
• Curriculum alignment • Coherent content• Appropriate expectations • Scaffolding students‘ ideas and task involvement• Practice/application • Goal-oriented assessment
Content Practices
![Page 5: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/5.jpg)
Good, Wiley & Florez (2009): Effective Teaching: An Emerging Synthesis.In G. Dworkin (Eds.), International Handbook of Research on Teachers and Teaching. New York: Springer, pp. 803-816
• Curriculum alignment • Coherent content• Appropriate expectations • Scaffolding students‘ ideas and task involvement• Practice/application • Goal-oriented assessment • Opportunity to learn (classroom management) • Proactive and supportive classrooms • Thoughtful discourse (cognitive activation)
Content Practices Quality of enactment
![Page 6: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/6.jpg)
Measuring the quality of mathematics teaching: PISA 2012 -
![Page 7: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/7.jpg)
Measuring the quality of mathematics teaching: PISA 2012 - Content: Use of problem types
![Page 8: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/8.jpg)
Measuring the quality of mathematics teaching: PISA 2012 - Content: Use of problem types
![Page 9: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/9.jpg)
Measuring the quality of mathematics teaching: PISA 2012 - Content: Use of problem types
![Page 10: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/10.jpg)
![Page 11: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/11.jpg)
Measuring the quality of mathematics teaching: PISA 2012 – PracticesAssessment and Feedback
Student-oriented
Student oriented
The teacher gives different work to classmates that have difficulties learning and/or to those who can advance fasterThe teacher assigns projects that require at least one week to completeThe teacher has us work in small groups to come up with joint solutions to a problem or taskThe teacher asks us to help plan classroom activities or topics
The teacher tells us what is expected of us when we get a test, quiz or assignment
The teacher tells me about how well I am doing in my mathematics class
The teacher gives me feedback on my strengths and weaknesses in mathematicsThe teacher tells me what I need to do to become better in mathematics
![Page 12: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/12.jpg)
![Page 13: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/13.jpg)
Measuring the quality of mathematics teaching: PISA 2012 – Quality of enactmentCognitive activation
Teacher support
Disciplinary climate (Classroom Management)
Student oriented
The teacher asks questions that make us reflect on the problem
The teacher gives problems that require us to think about them for an extended time
The teacher asks us to decide on our own procedures for solving complex problems
The teacher gives extra help when students need itThe teacher helps students with their learningThe teacher continues teaching until the students understand
![Page 14: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/14.jpg)
![Page 15: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/15.jpg)
Measuring the quality of mathematics teaching: PISA 2012 – Summary for United Kingdom
• Content: Mathematics education in the UK has a focus on applied, rather than pure mathematics.UK students report relatively poor knowledge of mathematical concepts
• Practices: Teacher feedback to students is commonly used, while student-centered practices such as small group work are rare.
• Quality: UK classrooms show high quality of enactment – (a) Cognitive Activation, (b) Supportive Climate, (c) Classroom Management
![Page 16: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/16.jpg)
Mathematics content: Pure mathematics -
An indicator for school quality within the UK?
PISA 2012:N=507 UK schools
r = .611
![Page 17: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/17.jpg)
Classroom Management-
An indicator for school quality within the UK?
PISA 2012:N=507 UK schools
r = .375
![Page 18: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/18.jpg)
Supportive Climate -
An indicator for school quality within the UK?
PISA 2012:N=507 UK schools
r = .311
![Page 19: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/19.jpg)
Three generic dimensions of teaching qualityDerived from video ratings
Klieme, Schümer & Knoll:
TIMSS-Video (Germany), 1994• Classroom management• Supportive climate• Cognitive activation
Pianta & Hamre:
Classroom oberservation scales (CLASS)• Classroom organization• Emotional support• Instructional support
![Page 20: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/20.jpg)
Quality of instruction(opportunities provided)
Mediation (take up)
Effects
Classroom Management
(Behavior regulation; time on task)
Knowledge and understanding
Cognitive Activation (Depth of processing, reflectivelearning)
Supportive Climate(self determi-nation, positive emotions)
Motivation and affective outcomes
![Page 21: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/21.jpg)
Three generic dimensions of teaching qualityUsed by German school inspectorates (based on 20 min observations)
(Pietsch (Hamburg): Hierarchical model, highest level = Adaptivity)
Adaptive Teaching
Cognitive Activation
Classroom Management
Supportive Climate
![Page 22: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/22.jpg)
Thank you for your attention !
Professor Dr. Eckhard Klieme
![Page 23: Measuring the quality of classroom teaching Eckhard Klieme German Institute for International Educational Research, Frankfurt](https://reader037.vdocuments.site/reader037/viewer/2022110207/56649d755503460f94a56814/html5/thumbnails/23.jpg)