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Abstract
Over the past decade, researchers have developed several teaching observation protocols for use in higher education, such as the Teaching Dimensions Observation Protocol (TDOP), Classroom Observation Protocol for Undergraduate STEM (COPUS), Practical Observation Rubric to Assess Active Learning (PORTAAL), and Decibel Analysis for Research in Teaching (DART). Choosing a protocol for a particular need can seem daunting. In this article, we describe these protocols—including characteristics such as theoretical lens, disciplinary expertise required, complexity, level of inference, type of behavior recorded, training time required for implementation, and data output—and discuss the strengths and weaknesses of each protocol for different uses. This article will aid anyone in choosing effective observation tools for their particular needs, including instructors who want to address specific questions about their own teaching and researchers who are studying teaching and learning.
Additional information
Notes on contributors
Joan Esson
Joan Esson ([email protected]) is a professor and chair of the Department of Chemistry
Paul Wendel
Paul Wendel is a professor and co-chair of the Department of Education
Anna Young
Anna Young is the director of education engagement at the Living Desert Zoo and Gardens in Palm Desert, California.
Meredith Frey
Meredith Frey is a professor and chair of the Department of Psychology
Kathryn Plank
Kathryn Plank is a professor in the Department of Education and the associate provost for curriculum, teaching and learning, and mission, all at Otterbein University in Westerville, Ohio.