A Study On Evaluation Of Classroom Observation Instruments

As one of the most basic educational research methods, Classroom Observation has gained more and more popularity in academics as well as educational practice. Beyond others, classroom observation instruments get the most attention, for they have played very important roles in classroom observation and commentary as well as researches based on evidences. Yet, quality, the core concept of classroom observation instruments has been drifted away from our perspective, which leads to quite a lot of chaos in academics and practice. To achieve the professionalization of classroom observation, it is necessary to emphasis this concept, and improve the alarming quality of classroom observation instruments by evaluation.This study first combs the definition, evolution, approach, classification, development procedure and evaluation modes of classroom observation instruments, in order to identify the definition of classroom observation instruments in this study, and draw a sketch of quality of classroom observation instruments as well. Then the study makes a critical comment on four types of evaluation modes of classroom observation instruments, uncovering their common evaluation dimensions of the function, essence and application of instruments, and points out that classroom observation instruments developed by teachers are unique and distinguished, but lack of a evaluation framework and criteria effective and targeted. So this study constructs a evaluation framework with three dimensions and twelve main questions which can be briefly come down to three criteria noted as consistency, logic and accessibility. It also show evidences of reliability and practicality by a statistical analysis as well as case studies of classroom observation instruments examples with this framework, accompanied with a discuss of its self-consistency. To summarize, the thesis presents four conclusions of this study. First, the issue of quality of classroom observation instruments should be back to the focus. Second, it is necessary and feasible to evaluate the quality of classroom observation instruments. Third, the framework of three dimensions and twelve questions is valid and workable in evaluating classroom observation instruments developed by teachers. Forth, the evaluation of classroom observation instruments should head to normalization.