Wie informativ ist der erste Eindruck? Das Thin-Slices-Verfahren zur videobasierten Erfassung des Unterrichts

Who sees the most? Differences in students’ and educational research experts’ first impressions of classroom instruction

“…However, we found high correlations between the thin slices ratings of instructional quality and physical attractiveness and various personality traits (Begrich et al 2017). In addition, inter-factor correlations for thin slices ratings were higher than correlations between the dimensions of instructional quality found in other studies working with student ratings, teacher self-reports, and task analyses (e.g., Fauth et al 2014b;Künsting et al 2016;Kunter and Voss 2011).…”

“…All of the raters demonstrated a high degree of agreement in their ratings in every study. In a study applying this procedure to elementary school science classes, we found hints of convergent validity in terms of a clear pattern of overlap with ratings of trained observers that were based on the full 90-min classroom videos (Begrich et al 2017). Moreover, thin slices ratings of classroom management and cognitive activation were predictive of students' learning.…”

“…Considering the few promising results for the potential of thin slice ratings to assess instructional practices, we evaluate this method as an economical observational approach for assessing instructional quality along the three basic dimensions. In prior studies, we presented undergraduate psychology and educational science students with 30-s slices randomly drawn from classroom videos stemming from different video studies (Begrich et al 2017(Begrich et al , 2019. Untrained participants rated these observations along the three basic dimensions.…”

“…A research paradigm used in personality research, the thin slice procedure taps into first impressions by having people rate very short samples of the behavior of target persons (Ambady and Rosenthal 1992;Ambady et al 2000). Applying this technique to classroom observations, prior studies have found evidence for high reliability as well as different indications of validity for thin slices ratings by untrained raters based on only a few seconds of observation (Ambady and Rosenthal 1993;Babad 2005;Begrich et al 2017Begrich et al , 2019. Moreover, some initial evidence suggests that thin slice ratings of instructional quality can serve as significant predictors for student learning (Begrich et al 2017).…”

“…Applying this technique to classroom observations, prior studies have found evidence for high reliability as well as different indications of validity for thin slices ratings by untrained raters based on only a few seconds of observation (Ambady and Rosenthal 1993;Babad 2005;Begrich et al 2017Begrich et al , 2019. Moreover, some initial evidence suggests that thin slice ratings of instructional quality can serve as significant predictors for student learning (Begrich et al 2017). However, the underlying cognitive processes that produce these ratings are not yet well understood (Wood 2014).…”