| Popis: |
Classroom observation systems are a widely adopted tool for measuring the quality of teaching and provide stable conceptualizations of teaching quality that facilitate empirical research. Here, we present four statistical approaches for analyzing data from classroom observations: Factor analysis, Rasch modelling, latent class or profile analysis, and formative measurement models. Each statistical model conceptualizes the construct of teaching quality differently, which may or may not align with the conceptualization of teaching quality in a classroom observation system. We discuss the differences across these models, focusing on how each model conceptualizes the construct and links it to empirical data, emphasizing the models’ different understandings of the construct of teaching quality. We discuss the need to align model selection with observation system so that the measured teaching quality reflects the theoretically conceptualized teaching quality. |
