Evans, Sheila Jones, Ian Dawson, Clare Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons? Schools, districts and inspectorates routinely use non-specialists to observe lessons for accountability and professional development purposes. However, there is little empirical research on how well non-specialists observe lessons. We describe two pilot studies in which education professionals made judgements about mathematics lesson observation reports, written by both specialists and non-specialists. In terms of providing feedback to the observed teachers, the professionals considered the specialists’ reports to be significantly more useful than the non-specialists’ reports. Written advice about a teacher’s practice influenced these judgements. The paper considers theoretical and practical implications, as well as limitations of our findings. untagged 2016-02-12
    https://repository.lboro.ac.uk/articles/conference_contribution/Do_subject_specialists_produce_more_useful_feedback_than_non-specialists_when_observing_mathematics_lessons_/9372812