An observation protocol of short-cycle formative assessment in the mathematics classroom

ABSTRACT

The AssessToday observation protocol was created to measure teachers’ use of short-cycle formative assessment through observation of teachers in a single instructional period. This classroom observation instrument utilized seven dimensions: learning target, question quality, nature of questioning, self-evaluation, observation of student affect, instructional adjustment, and evidence of learning. Each dimension is rated using one of four proficiency levels that are based on mastery. The purpose of the study was to examine the construct validity of the classroom observation protocol for middle and secondary mathematics teachers. Evidence is provided for content validity, criterion-based and interrater reliability, and exploratory factor analysis. Implications for using the instrument for research and practice in professional development and improvement of individual teacher use of short-cycle formative assessment are discussed.

KEYWORDS:

• Observation protocol
• formative assessment
• construct validity
• mathematics

Funding

This material is based on work supported by Teacher Quality Grants under NCLB of 2002: Public Law 107-110 II ESEA. Any opinions, findings, interpretations, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily represent views of the Texas Higher Education Coordinating Board.

Additional information

Funding

This material is based on work supported by Teacher Quality Grants under NCLB of 2002: Public Law 107-110 II ESEA. Any opinions, findings, interpretations, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily represent views of the Texas Higher Education Coordinating Board.