Observational Record and Self-Report of Teacher-Student Performance in High School Lessons
Aldo Bazán-Ramírez
,
Néstor Miguel Velarde-Corrales
,
María Elena Rodríguez-Pérez
,
Jorge Guerrero-Barrios
,
Roberta Brita Anaya-González
There are different strategies to analyze teacher and student performance when they interact with each other in class. The most used strategies are di.
- Pub. date: August 15, 2022
- Pages: 479-491
- 664 Downloads
- 1327 Views
- 2 Citations
There are different strategies to analyze teacher and student performance when they interact with each other in class. The most used strategies are direct observation and verbal reports. Even though what is observed or reported depends on theoretical frameworks regarding didactic interactions, these must be related to teacher functions such as supervision, providing feedback, and evaluation of student performance. In this study, instruments for observational recording and verbal reports were developed and validated considering teacher functions and their student performance counterparts to compare the degree of correspondence or divergence between data gathered from both strategies. 135 students enrolled in a science class and their teachers participated. The class was taught in a public high school located in center/south Mexico. Classes were videotaped and the corresponding observational records were analyzed. Two months later, verbal reports were administered to students and teachers. Coincidences and differences that were found revealed that observer-observe interaction is conditioned by social norms. These results were interpreted considering the notion of silence as a communicative element.
didactic interaction direct observation methodology verbal self reports teacher performance criteria student performance criteria
Keywords: Didactic interaction, direct observation methodology, verbal self-reports, teacher performance criteria, student performance criteria.
References
Andersson, U. B., Löfgren, H., & Gustafson, S. (2019). Forward-looking assessments that support students’ learning: A comparative analysis of two approaches. Studies in Educational Evaluation, 60, 109-116. https://doi.org/10.1016/j.stueduc.2018.12.003
Anguera, M. T., Blanco, Á., Hernández, A., & Losada, J. L. (2011). Diseños observacionales: Ajuste y aplicación en psicología del deporte [Observational designs: their suitability and application in sports psychology]. Cuadernos de Psicología del Deporte, 11(2), 63-76. https://revistas.um.es/cpd/article/view/133241
Bazán-Ramírez, A., Capa-Luque, W., Bello-Vidal, C., & Quispe-Morales, R. (2022). Influence of teaching and the teacher’s feedback perceived on the didactic performance of Peruvian postgraduate students attending virtual classes during the COVID19 pandemic. Frontiers in Education, 7, 1-16. https://doi.org/10.3389/feduc.2022.818209
Bazán-Ramírez, A., Martínez, X., & Trejo, M. (2009). Análisis de interacciones en clases de español de primer grado de primaria [Analysis of interactions in first grader’s Spanish classes]. Interamerican Journal of Psychology/Revista Interamericana de Psicología, 43(3), 466-478. http://pepsic.bvsalud.org/pdf/rip/v43n3/v43n3a06.pdf
Bazán-Ramírez, A., Pérez-Morán, J. C., & Bernal-Baldenebro, B. (2021). Criteria for teaching performance in psychology: Invariance according to age, sex, and academic stage of Peruvian students. Frontiers in Psychology, 12, 1-13. https://doi.org/10.3389/fpsyg.2021.764081
Bazán-Ramírez, A., & Velarde-Corrales, N. (2021). Autoreporte del estudiantado en criterios de desempeño didáctico en clases de psicología [Students self-report within didactic performances criteria in psychology classes]. Journal of Behavior, Health and Social Issues, 13(1), 22-35. https://bit.ly/3uedxJt
Bell, C. A., Dobbelaer, M. J., Klette, K., & Visscher, A. (2019). Qualities of classroom observation systems. School Effectiveness and School Improvement, 30(1), 3-29. https://doi.org/10.1080/09243453.2018.1539014
Borges, A., & Falcón, C. (2018). Protocolo de observación de la función de explicación (PROFE): Un instrumento para operacionalizar la transmisión de contenidos por parte del profesorado [Observation protocol of the explanation function (OPEF): An instrument to operationalize the transmission of contents by teachers]. Universitas Psychologica, 17(3), 1-12. https://doi.org/10.11144/Javeriana.upsy17-3.pofe
Borges, A., Falcón, C., & Díaz, M. (2016). Creation of an observational instrument to operationalize the transmission of contents by university teachers. International Journal of Social Science Studies, 4(7), 82-89. https://doi.org/10.11114/ijsss.v4i7.1596
Callejo, J. (2002). Observación, entrevista y grupo de discusión: El silencio de tres prácticas de investigación [Observation, interview and discussion group: The silence of three research practices]. Revista Española de Salud Pública, 76(5), 409-422. https://doi.org/10.1590/S1135-57272002000500004
Carpio, C., Pacheco, V., Canales, C., & Flores, C. (1998). Comportamiento inteligente y juegos de lenguaje en la enseñanza de la psicología [Intelligent behavior and language games in the teaching of psychology]. Acta Comportamentalia, 6(1), 47-60. https://bit.ly/3O6FcE2
Chan, W. M. (2018). Teaching in higher education: Students’ perceptions of effective teaching and good teachers. Social Sciences and Education Research Review, 5(1), 40-58. https://bit.ly/3zHbTDy
Copur, Y., & Thacker, I. (2021). A comparison of perceived and observed learning from professional development: Relationships among self-reports, direct assessments, and teacher characteristics. Journal of Teacher Education, 72(2), 138-151. https://doi.org/10.1177/0022487119899101
Corral-Verdugo, V. (1997). Dual ‘realities’ of conservation behavior: Self-reports vs observations of re-use and recycling behavior. Journal of Environmental Psychology, 17(2), 135-145. https://doi.org/10.1006/jevp.1997.0048
Díaz, M. C., Borges, A., Valadez, M. D., & Zambrano, R. (2015). Valoración de buenas prácticas docentes a través de observación sistemática [Assessing of good teaching practices through systematic observation]. Universitas Psychologica, 14(3), 913-922. https://doi.org/10.11144/Javeriana.upsy14-3.vbpd
Duckworth, A. L., & Yeager, D. S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237-251. https://doi.org/10.3102/0013189X15584327
Durksen, T. L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal, 29(2), 163–181. https://doi.org/10.1007/s13394-017-0199-1
Galindo, L., Silva, H., Serrano, V., Rocha, E., & Galguera, R. (2017). Aprendizaje por observación de interacciones didácticas de ilustración y retroalimentación [Interbehavioral survey about learning by observation in didactic interactions of illustration and feedback]. Interacciones, 3(3), 131-140. https://doi.org/10.24016/2017.v3n3.71
García, I., Romero, S., Rubio, S., Flores, V. J., & Martínez, A. (2015). Comparación de prácticas inclusivas de docentes de servicios de educación especial y regular en México [Comparison of inclusive practices of regular and special education services teachers in Mexico]. Actualidades Investigativas en Educación, 15(3), 238-254. https://doi.org/10.15517/aie.v15i3.20671
Gitomer, D. H. (2019). Evaluating instructional quality. School Effectiveness and School Improvement, 30(1), 68-78. https://doi.org/10.1080/09243453.2018.1539016
Grammatikopoulos, V., Linardakis, M., Gregoriadis, A., & Oikonomidis, V. (2015). Assessing the students’ evaluations of educational quality (SEEQ) questionnaire in Greek higher education. Higher Education, 70(3), 395-408. https://doi.org/10.1007/s10734-014-9837-7
Hagenauer, G., & Volet, S. E. (2014). Teacher–student relationship at university: An important yet under-researched field. Oxford Review of Education, 40(3), 370-388. https://doi.org/10.1080/03054985.2014.921613
Hill, H., & Grossman, P. (2013). Learning from teacher observations: Challenges and opportunities posed by new teacher evaluation systems. Harvard Educational Review, 83(2), 371–384. https://doi.org/10.17763/haer.83.2.d11511403715u376
Hugh-Pennie, A. K., Park, H. S. L., Luke, N., & Lee, G. T. (2018). Applied behavior analysis as a teaching technology. In V. C. Bryan, A. T. Musgrove & J. R. Powers (Eds.), Handbook of research on human development in the digital age (pp. 330-362). IGI Global. https://doi.org/10.4018/978-1-5225-2838-8.ch015
Ibáñez, C. (1999). Conducta de estudio: El papel de identificar criterios en el discurso didáctico [Study behavior: The role of identifying criteria in didactic speech]. Acta Comportamentalia, 7(1), 47-66. https://bit.ly/3tJMPrA
Ibáñez, C. (2007). Un análisis crítico del modelo del triángulo pedagógico. Una propuesta alternativa [A critical analysis of the pedagogic triangle model. An alternative proposal]. Revista Mexicana de Investigación Educativa, 12(32), 435-456. https://bit.ly/3QEZCpk
Irigoyen, J., Acuña, K., & Jiménez, M. (2011). Interacciones didácticas en educación superior. Algunas consideraciones sobre la evaluación de desempeño [Didactic interactions in higher education. Some considerations about performance evaluation]. In J. Irigoyen, K. Acuña, and M. Jiménez (Eds.), Evaluación de desempeños académicos (pp. 73–96), Universidad de Sonora. https://bit.ly/3n3R79r
Jones, N. D., Bell, C. A., Brownell, M., Qi, Y., Peyton, D., Pua, D., Fowler, M., & Holtzman, S. (2022). Using classroom observations in the evaluation of special education teachers. Educational Evaluation and Policy Analysis. Advance online publication. https://doi.org/10.3102/01623737211068523
Joyce, J., Gitomer, D. H., & Iaconangelo, C. J. (2018). Classroom assignments as measures of teaching quality. Learning and Instruction, 54, 48-61. https://doi.org/10.1016/j.learninstruc.2017.08.001
Krijgsman, C., Mainhard, T., van Tartwijk, J., Borghouts, L., Vansteenkiste, M., Aelterman, N., & Haerens, L. (2019). Where to go and how to get there: Goal clarification, process feedback and students’ need satisfaction and frustration from lesson to lesson. Learning and Instruction, 61, 1-11. https://doi.org/10.1016/j.learninstruc.2018.12.005
Liu, J., & Cohen, J. (2021). Measuring teaching practices at scale: A novel application of text-as-data methods. Educational Evaluation and Policy Analysis, 43(4), 587–614. https://doi.org/10.3102/01623737211009267
Mares, M. G., Rueda, E., Rocha, H., Rivas, O., González, L. F., & Carrascoza, C. A. (2020). Efectos del grado de especificación del criterio de logro sobre la conducta docente y el aprendizaje escolar [Effects of achievement-criteria specification degree on teaching behavior and school learning]. Revista Mexicana de Análisis de la Conducta, 46(1), 148-178. http://doi.org/10.5514/rmac.v46.i1.76952
Martínez, R., & Moreno, R. (2002). Integración de teoría sustantiva, diseño de pruebas y modelos de análisis en la medición psicológica [Integration of substantive theory, test design and models of analysis in measurements of the psychological]. In A. Bazán & A. Arce (Eds.), Estrategias de evaluación y medición del comportamiento en Psicología (pp. 87–119). ITSON-UADY.
Mislevy, R. J. (1993). Foundations of a new test theory. In N. Frederiksen, R. J. Meslevy, & I. I. Bejar (Eds.), Test theory for a new generation of tests (pp. 19–39). Lawrence Erlbaum.
Morales, G., Peña, B., Hernández, A., & Carpio, C. (2017). Competencias didácticas y competencias de estudio: Su integración funcional en el aprendizaje de una disciplina [Didactic competencies and competencies for studying: Their functional integration in learning a discipline]. Alternativas en Psicología, 37(1), 24-35. https://bit.ly/3QtHr5W
Nasser-Abu, F. (2017). Teaching in higher education: Good teaching through students’ lens. Studies in Educational Evaluation, 54, 4-12. https://doi.org/10.1016/j.stueduc.2016.10.006
Peralta, N. S., & Roselli, N. D. (2015). Los sistemas de interacción generados por la impronta didáctica del docente [The interaction systems generated by the teacher’s didactic imprinting]. Propósitos y Representaciones, 3(2), 155-177. https://doi.org/10.20511/pyr2015.v3n2.85
Ribes, E. (2008). Educación básica, desarrollo psicológico y planeación de competencias [Basic education, psychological development and competency planning]. Revista Mexicana de Psicología, 25(2), 193-207. https://bit.ly/2Ubzmoi
Ruiz, E., Cruz, J. L., & Hernández, T. F. (2020). Análisis secuencial del discurso docente ante respuestas del alumno en segunda lengua [Sequential analysis of the teaching discourse upon student’s response in second language adquisition]. Revista Electrónica de Psicología Iztacala, 23(2), 724–750. https://bit.ly/3HAVBhe
Salinas, M. I. (2017). Gestión de la evaluación del desempeño docente en aulas virtuales de un proyecto de blended-learning [Management of teacher assessment in virtual classrooms of a blended-learning project]. Ciencia, Docencia y Tecnología, 28(54), 100-129. https://bit.ly/39wuIyy
Scherer, R., Nilsen, T., & Jansen, M. (2016). Evaluating individual students’ perceptions of instructional quality: An investigation of their factor structure, measurement invariance, and relations to educational outcomes. Frontiers in Psychology, 7, 110. https://doi.org/10.3389/fpsyg.2016.00110
Silva, H., Morales, G., Pacheco, V., Camacho, A., Garduño, H., & Carpio, C. (2014). Didáctica como conducta: Una propuesta para la descripción de las habilidades de enseñanza [Didactic as behavior: A proposal for the description of teaching skills]. Revista Mexicana de Análisis de la Conducta, 40(3), 32–46. https://doi.org/10.5514/rmac.v40.i3.63679
Simpson, Z., & Bester, J. (2017). Cognitive demand and student achievement in concrete technology study. Journal of Professional Issues in Engineering Education and Practice, 143(2), Article 04016022-1-8. https://doi.org/10.1061/(ASCE)EI.1943-5541.0000307
Üstünlüoglu, E., & Güngör-Culha, D. (2012). Investigating student evaluation of teachers by using latent class analysis: A case study at a tertiary level. International Journal of Education, 4(3), 147-159. https://doi.org/10.5296/ije.v4i3.1811
Van der Lans, R. M., van de Grift, W., & van Veen, K. (2018). Developing an instrument for teacher feedback: Using the Rasch model to explore teachers' development of effective teaching strategies and behaviors. The Journal of Experimental Education, 86(2), 247-264. https://doi.org/10.1080/00220973.2016.1268086
Vargas, J. S. (2020). Behavior analysis for effective teaching (3rd ed.). Routledge. https://doi.org/10.4324/9780429442575
Velarde-Corrales, N., & Bazán, A. (2019). Sistema observacional para analizar interacciones didácticas en clases de ciencias en bachillerato [Observational system to analyze didactic interactions in science classes in bachelor]. Revista de Investigación en Psicología, 22(2), 197-216. https://doi.org/10.15381/rinvp.v22i2.16806