Measuring the quality of
classroom teaching
Eckhard Klieme
German Institute for International
Educational Research, Frankfurt
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
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
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
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
Measuring the quality of mathematics teaching:
PISA 2012 -
Measuring the quality of mathematics teaching:
PISA 2012 - Content: Use of problem types
Measuring the quality of mathematics teaching:
PISA 2012 - Content: Use of problem types
Measuring the quality of mathematics teaching:
PISA 2012 - Content: Use of problem types
Measuring the quality of mathematics teaching:
PISA 2012 – Practices
Assessment and Feedback
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 mathematics
The teacher tells me what I need to do to become better in mathematics
Student-oriented
The teacher gives different work to classmates that have difficulties learning
and/or to those who can advance faster
The teacher assigns projects that require at least one week to complete
The teacher has us work in small groups to come up with joint solutions to a
problem or task
The teacher asks us to help plan classroom activities or topics
Measuring the quality of mathematics teaching:
PISA 2012 – Quality of enactment
Cognitive activation
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
Teacher support
The teacher gives extra help when students need it
The teacher helps students with their learning
The teacher continues teaching until the students understand
Disciplinary climate (Classroom Management)
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
Mathematics
content: Pure
mathematics An indicator for
school quality
within the UK?
PISA 2012:
N=507 UK schools
r = .611
Classroom
ManagementAn indicator for
school quality
within the UK?
PISA 2012:
N=507 UK schools
r = .375
Supportive
Climate An indicator for
school quality
within the UK?
PISA 2012:
N=507 UK schools
r = .311
Three generic dimensions of teaching quality
Derived 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
Quality of instruction
(opportunities provided)
Classroom
Management
Mediation
(take up)
(Behavior
regulation;
time on task)
Cognitive Activation
(Depth of
processing,
reflective
learning)
Supportive Climate
(self determination, positive
emotions)
Effects
Knowledge and
understanding
Motivation and
affective outcomes
Three generic dimensions of teaching quality
Used by German school inspectorates (based on 20 min observations)
(Pietsch (Hamburg): Hierarchical model, highest level = Adaptivity)
Adaptive Teaching
Cognitive Activation
Classroom Management
Supportive Climate
Thank you for your attention !
Professor Dr. Eckhard Klieme
klieme@dipf.de