Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons?
conference contributionposted on 12.02.2016 by Sheila Evans, Ian Jones, Clare Dawson
Any type of content contributed to an academic conference, such as papers, presentations, lectures or proceedings.
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.
- Mathematics Education Centre