Classroom student characteristics affect teacher observation results for some instruments, more often in English language arts than in math classes¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: tool and model accuracy changes quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The characteristics of students in the classroom affect teacher observation results for some instruments, and this occurs more often in English language arts classes than in math classes. → Brian Gill 2016
Evidence¶
Brian Gill 2016¶
Brian Gill, Megan Shoji, Thomas Coen, Kate Place. (2016). The Content, Predictive Power, and Potential Bias in Five Widely Used Teacher Observation Instruments. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. https://ies.ed.gov/ncee/edlabs/regions/midatlantic
q2 · i? · associational · r?
The report's potential-bias analysis using Measures of Effective Teaching project data found that "The characteristics of students in the classroom affect teacher observation results for some instruments, more often in English language arts classes than in math classes."
"The characteristics of students in the classroom affect teacher observation results for some instruments, more often in English language arts classes than in math classes."
Discussion¶
Related Claims¶
- Eight of ten dimensions of instructional practice are common across all five examined teacher observation instruments — related
- Classroom Design Affects Learning Progress — related
- English/language arts classes in high-performing CHSRI schools required high academic demand, with high-level skill activities in 21 of 23 observed classes — related
- Learner characteristics, class assignment, and WIC benefits significantly predicted persistence in adult literacy classes (Greenberg et al.) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
student-characteristics-affect-observation-results-more-in-ela-than-math |
title |
Classroom student characteristics affect teacher observation results for some instruments, more often in English language arts than in math classes |
description |
Classroom student characteristics affect teacher observation results for some instruments, more often in English language arts than in math classes |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
recheck_by |
2019 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — brian-gill-2016 |
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