 Student Learning – Mean Student Performance

on a common final exam in a multi-section

course.
course
 Student motivation for further learning –
frequency of students enrolling in advanced
courses in the teacher’s area of study
 Student Instructional ratings
g
- most frequently used criteria:
Provide both student satisfaction with instruction and
Indirect/”proxy” measure of outcome variables such as
student learning and student motivation.
Instructional Dimension Average r
Teacher Preparation: course Organization 0.57 1
Clarity 0.56 2
Perceived outcome of instruction 0.46 3
Stimulation of interest in course/subject 0.38 4
Encouragement of questions/discussions 0.36 5
……………. ……… …….. …….. ………
Teachers enthusiasm in the subject 0 27 11
0.27
Instructional Dimension Importance
Teacher Preparation: course Organization 6
Clarity 2
Perceived outcome of instruction 3
Stimulation of interest in course/subject 1
Encouragement of questions/discussions 5
……………. ……… …….. …….. ………
Teachers enthusiasm in the subject 11
 HIGH INFERENCE BEHAVIOUR : CLARITY
 LI 8 Item Teaching Behaviour Inventory (TBI)
I. Gives several examples of each concept
II. Uses concrete everyday examples to explain 1
III
III. Fails to define new and unfamiliar terms
IV. Uses graphs and diagrams while explaining
V. Repeats difficult concepts several times 3
VI. Stresses important points by voice modulation 2
VII. Suggests ways of memorizing difficult ideas
VIII. Writes key terms on blackboard/ overhead
IX. screen
 Organization
1. S g a s the
Signals t e transition
t a s t o from
o oonee top
topic
c to tthe
e
next
2. Puts outline of lecture on blackboard or OHP
3. Explains how each topic fits into course as a
whole
4. Gives preliminary overview of lecture
 Enthusiasm
1. Moves about the room while
teaching
2. Shows inflection and variation in
tone of voice
3. G t
Gesture with
ith hands
h d and d arms
4. Maintains eye
y contact with
students
 Inter rater reliabilities and
correlations
l ti with
ith student
t d t rating
ti off
Overall Teaching g Effectiveness for a
sample of Low Inference Teaching
Behaviors
Clarity
Uses concrete 0.76 0.47 (a)
Examples

Stresses most 0 78
0.78 0 61 (a)
0.61
Important points

Repeats difficult 0.66 0.30 (a)

Ideas
(a) significant at 0.05 level
Expressiveness
Shows facial 0.84 0.42 (a)
expressions

Gestures with 0 89
0.89 0 38 (a)
0.38
Hands and arms

Speaks effectively 0.78 0.63 (a)

Or “dramatically”
(a) significant at 0.05 level
interaction
Addresses 0.92 0.36 (a)
Students by name

Asks questions of 0 86
0.86 0 26 (a)
0.26
Class as a whole

Praises students 0.77 0.36 (a)

For good ideas
(a) significant at 0.05 level
interest
Describes relevant 0.80 0.23 (a)
Personal experience

Points out 0 67
0.67 0 39 (a)
0.39
Practical applications

Relates subject 0.80 0.19 (a)

to student interest
(a) significant at 0.05 level
Thank You