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Cited by 5 publications
(2 citation statements)
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“…Hence, for the purpose of continued learning and exploration, it is essential for the observer to: (1) capture the events of the classroom as accurately and objectively as possible and not only to make a record of impressions (Wajnryb, 1992); (2) collaboratively review the collected data to increase the likelihood of a positive outcome-in terms of a useful dialogue about strategies, and the identification of future foci for lesson preparation/observation (Murdock, 2000, p. 58); (3) collect "valid, objective, and recorded" data (Hunter, 1983, p. 43); (4) discuss specific events instead of his/her impressions (Murdock, 2000, p. 54); (5) be trained since poorly trained observers and inconsistent, brief observations can create biased results (Shannon, 1991); (6) increase the frequency of the observations since when observations occur more frequently, their reliability improves (Denner, Miller, Newsome, & Birdsong, 2002); and (7) increase the length of observations since when observations are longer, their validity improves (Cronin & Capie, 1986). …”
Section: Peer Observationmentioning
confidence: 99%
“…Hence, for the purpose of continued learning and exploration, it is essential for the observer to: (1) capture the events of the classroom as accurately and objectively as possible and not only to make a record of impressions (Wajnryb, 1992); (2) collaboratively review the collected data to increase the likelihood of a positive outcome-in terms of a useful dialogue about strategies, and the identification of future foci for lesson preparation/observation (Murdock, 2000, p. 58); (3) collect "valid, objective, and recorded" data (Hunter, 1983, p. 43); (4) discuss specific events instead of his/her impressions (Murdock, 2000, p. 54); (5) be trained since poorly trained observers and inconsistent, brief observations can create biased results (Shannon, 1991); (6) increase the frequency of the observations since when observations occur more frequently, their reliability improves (Denner, Miller, Newsome, & Birdsong, 2002); and (7) increase the length of observations since when observations are longer, their validity improves (Cronin & Capie, 1986). …”
Section: Peer Observationmentioning
confidence: 99%
“…Οι κλινικές επιθεωρήσεις-παρατηρήσεις στην τάξη, οι αυτοαξιολογήσεις, οι αξιολογήσεις χαρτοφυλακίου (portfolios), τα ακαδημαϊκά επιτεύγματα των μαθητών συχνά αναγνωρίζονται ως συνηθισμένα εργαλεία αξιολόγησης. Η έρευνα δείχνει ότι όταν οι παρατηρήσεις γίνονται πιο συχνά, αυξάνει η αξιοπιστία τους (Denner, Miller, Newsome, & Birdsong, 2002) και, ομοίως, όταν οι παρατηρήσεις διαρκούν περισσότερο χρονικό διάστημα, βελτιώνεται η εγκυρότητά τους (Cronin & Capie, 1986). Είναι αλήθεια, ότι οι αξιολογικές παρατηρήσεις των διευθυντών και οι άλλες άμεσες πρακτικές συλλογής δεδομένων, φαίνεται πως σχετίζονται λιγότερο με τη βελτίωση στις επιδόσεις των μαθητών από ό,τι είναι αποδεκτό στην τρέχουσα πρακτική (Horng, Klasik & Loeb, 2010 (Milanowski, 2004).…”
Section: στρατηγικές αξιολόγησης εκπαιδευτικώνunclassified