The Dependability of Indirect Ratings of Classroom Behaviour  

Oleh:

Bain, Alan ; Houghton, Stephen

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: British Journal of Educational Psychology vol. 61 no. 02 (Jun. 1991), page 220.
Topik: Dependability; Indirect Ratings; Classroom Behaviour; analysis of variance; experimental groups

Isi artikel

A number of studies have shown indirect ratings of classroom behaviour to have poor criterion related validity when compared to direct observation. One possible explanation for this pertains to the dependability of recollections which serve as the basis for these ratings. This study investigated the extent to which observers could accurately recall previously observed behaviour for the purpose of making ratings of classroom behavior. A sample of 81 university students attending a one year full-time post-graduate certificate in education programme were randomly assigned to one of threee experimental conditions. They were then shown a video sequence of a teacher interacting with secondary school students in the classroom. Each of the three experimental groups was subsequently presented with a different form of associative cue specifically to assist them in answering a set question concerning how a target student most commonly responded to the teacher's questions. Overall 26 (32 percent) of the subjects responded correctly. An analysis of variance revealed statistically significant differences between the mean scores of the experimental groups.

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