Skip to main content
SpringerLink
Log in

The Use of Video Capturing in International Large-Scale Assessment Studies: Methodological and Theoretical Considerations

  • Living reference work entry
  • First Online:
International Handbook of Comparative Large-Scale Studies in Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

  • 47 Accesses

Abstract

Over the last decade, researchers have used a variety of approaches when trying to assess and measure classroom teaching and learning. In this chapter, I summarize what we know so far when using video observation for large-scale studies on teaching quality. I first discuss issues and challenges to consider when aiming to use videos as an approach to understand teaching quality. These issues include the purpose of the study, the teaching practices captured, the theoretical frameworks of analyses, methodological dilemmas (e.g., subject specificity, the grain size of analyses, scoring specifications and requirements), and the number of lessons necessary for a valid assessment. I then briefly discuss how developments in technologies and social media have paved the way for increased use of video capturing as a means of retrieving and analyzing teaching quality cross-nationally. Finally, I discuss ways of moving forward, including how to use video documentation for the purpose of longitudinal studies, teacher evaluation, and teachers’ professional development.

This chapter is developed together with Dr Courtney Bell and I am truly grateful for her acknowledged arguments and contributions throughout the chapter. Especially has Dr Bell made significant contributions to the section “Scoring Specifications”

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

Similar content being viewed by others

References

  • Barrett, N., Crittenden-Fueller, S., & Guthrie, J. E. (2015). Subjective ratings of teachers: Implications for strategic and high-stakes decisions [Conference presentation]. Association of Educational Finance and Policy Annual Meeting, Washington, DC.

    Google Scholar 

  • Bartlett, L., & Vavrus, F. (2017). Rethinking case study research: A comparative approach. Routledge.

    Google Scholar 

  • Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y.-M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180. https://doi.org/10.3102/0002831209345157

    Article  Google Scholar 

  • Baumert, J., & Kunter, M. (2013). The COACTIV model of teachers’ professional competence. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV project (Vol. 8, pp. 25–48). Springer.

    Chapter  Google Scholar 

  • Beisiegel, M., Mitchell, R., & Hill, H. C. (2018). The design of video-based professional development: An exploratory experiment intended to identify effective features. Journal of Teacher Education, 69(1), 69–89.

    Article  Google Scholar 

  • Bell, C.A. (2021a). The development of the study observation coding system. In OECD (Ed.) Global teaching insights technical report (Ch. 4). OECD. http://www.oecd.org/education/school/GTI-TechReport-Chapter4.pdf

  • Bell, C.A. (2021b). Rating teaching components and indicators of video observations. In OECD (Ed.) Global teaching insights technical report (Ch. 6). OECD. http://www.oecd.org/education/school/GTI-TechReport-Chapter6.pdf

  • Bell, C. A., Gitomer, D. H., McCaffrey, D. F., Hamre, B. K., Pianta, R. C., & Qi, Y. (2012). An argument approach to observation protocol validity. Educational Assessment, 17(2–3), 62–87. https://doi.org/10.1080/10627197.2012.715014

    Article  Google Scholar 

  • Bell, C. A., Qi, Y., Croft, A., Leusner, D. M., Gitomer, D., McCaffrey, D., & Pianta, R. (2014). Improving observational score quality: Challenges in observer thinking. In T. J. Kane, R. Kerr, & R. Pianta (Eds.), Designing teacher evaluation systems: New guidance from the Measures of Effective Teaching project (pp. 50–97). Jossey-Bass.

    Google Scholar 

  • Bell, C. A., Dobbelaer, M. J., Klette, K., & Visscher, A. (2019). Qualities of classroom observation systems. School Effectiveness and School Improvement, 30(1), 3–29. https://doi.org/10.1080/09243453.2018.1539014

    Article  Google Scholar 

  • Berge, M., & Ingerman, A. (2017). Multiple theoretical lenses as an analytical strategy in researching group discussions. Research in Science & Technological Education, 35(1), 42–57. https://doi.org/10.1080/02635143.2016.1245657

    Article  Google Scholar 

  • Berlin, R., & Cohen, J. (2018). Understanding instructional quality through a relational lens. ZDM, 50(3), 367–379. https://doi.org/10.1007/s11858-018-0940-6

    Article  Google Scholar 

  • Berlin, R., & Cohen, J. (2020). The convergence of emotionally supportive learning environments and College and Career Ready Mathematical Engagement in Upper Elementary Classrooms. AERA Open, 6(3). https://doi.org/10.1177/2332858420957612

  • Bill & Melinda Gates Foundation (BMGF) (2012). Gathering feedback for teaching: Combining high quality observations with student surveys and achievement gains. Author. http://eric.ed.gov/?id=ED540960

  • Blömeke, S., Gustafsson, J.-E., & Shavelson, R. J. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift für Psychologie, 223(1), 3–13. https://doi.org/10.1027/2151-2604/a000194

    Article  Google Scholar 

  • Blömeke, S., Busse, A., Kaiser, G., König, J., & Suhl, U. (2016). The relation between content-specific and general teacher knowledge and skills. Teaching and Teacher Education, 56, 35–46. https://doi.org/10.1016/j.tate.2016.02.003

    Article  Google Scholar 

  • Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. In: Penelope Peterson, Eva Baker, Barry McGaw, (Editors), International encyclopedia of education (pp. 548–556). https://doi.org/10.1016/B978-0-08-044894-7.00654-0.

  • Bostic, J., Lesseig, K., Sherman, M., & Boston, M. (2019). Classroom observation and mathematics education research. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-019-09445-0

  • Boston, M. D., & Candela A. G. (2018). The Instructional Quality Assessment as a tool for reflecting on instructional practice. ZDM: The International Journal of Mathematics Education, 50:427–444. https://doi.org/10.1007/s11858-018-0916-6

  • Brophy, J. E., & Good, T. L. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (Vol. 3, pp. 328–375).

    Google Scholar 

  • Casabianca, J. M., McCaffrey, D. F., Gitomer DH, Bell CA, Hamre BK. (2013). Effect of observation mode on measures of secondary mathematics teaching. Educational and Psychological Measurement, 73(5), 757–783.

    Google Scholar 

  • Casabianca, J. M., Lockwood, J. R., & McCaffrey, D. F. (2015). Trends in classroom observation scores. Educational and Psychological Measurement, 75(2), 311–337. https://doi.org/10.1177/0013164414539163

    Article  Google Scholar 

  • Calandra, B., & Rich, P. J. (2015). Ed. Routledge.

    Google Scholar 

  • Charalambos C. Y. & Praetorius A.K. (2020). Creating a forum for researching teaching and its quality more synergistically. Studies in Educational Evaluation, Vol 67. (On line version).

    Google Scholar 

  • Chevallard, Y. (1992). Fundamental Concepts in didactics: perspectives provided by an anthropological approach. Research in Didactique of Mathematics. Selected papers (pp. 131–167). Paris & Grenoble: ADIREM & La Pensée Sauvage.

    Google Scholar 

  • Clarke, D.J., Emanuelsson, J., Jablonka, E., & Mok, I. (2006a). Making connections: Comparing mathematics classrooms around the world (Vol. 2). Sense Publishers.

    Google Scholar 

  • Clarke, D.J., Keitel, C., & Shimizu, Y. (2006b). Mathematics classrooms in twelve countries: The insider’s perspective (Vol. 1). Sense Publishers.

    Google Scholar 

  • Clarke, D.J., Wang, L. Xu, L., Aizikovitsh-Udi E & Cao, Y. (2012). International comparisons of mathematics classrooms and curricula: The Validity-Comparability Compromise. In T. Y. Tso (Ed.) Proceedings of the 36th conference of the international group for the psychology of mathematics education (PME 36) (Vol. 2, pp. 171–178). Taipeu, Taiwan, July 18-to 22.

    Google Scholar 

  • Cochran Smith, M., Villegas, A. M., Abrahams, L., Chaveez_Moreno, L, Mills, T. Y., & Stem, R. (2015). Critiquing teacher preparation: On overview of the Field Part II. Journal of Techer Education, 66(2), 109–121. https://doi.org/10.1177/0022487114558268

    Article  Google Scholar 

  • Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What makes great teaching? Review of the underpinning research. http://www.suttontrust.com/researcharchive/great-teaching/

  • Cohen, J., & Goldhaber, D. (2016). Building a more complete understanding of teacher evaluation using classroom observations. Educational Researcher, 45(6), 378–387. https://doi.org/10.3102/0013189x16659442

    Article  Google Scholar 

  • Cohen, J., & Grossman, P. (2016). Respecting complexity in measures of teaching: Keeping students and schools in focus. Teaching and Teacher Education, 55, 308–317. https://doi.org/10.1016/j.tate.2016.01.017

    Article  Google Scholar 

  • Cor, M. K. (2011). Investigating the reliability of classroom observation protocols: The case of PLATO.

    Google Scholar 

  • Creswell, J.,Schwantner, U. & Waters, C. (2016). A review of international large-scale assessments in education. Assessing component skills and collecting contextual data. PISA, The World Bank, OECD Publishing. https://doi.org/10.1787/9789264248373-en.

  • Danielson Group. (2013). The framework for teaching evaluation instrument. Author. https://danielsongroup.org/products/product/framework-teaching-evaluation-instrument

  • Decristan, J., Klieme, E., Kunter, M., Hochweber, J., Büttner, G., Fauth, B., Hondrich, A. L., Rieser, S., Hertel, S., & Hardy, I. (2015). Embedded formative assessment and classroom process quality: How do they interact in promoting science understanding? American Educational Research Journal, 52(6), 1133–1159. https://doi.org/10.3102/0002831215596412

    Article  Google Scholar 

  • Derry, S. J., Pea, R. D., Barron, B., Engle, R. A., Erickson, F., Goldman, R., & Sherin, B. L. (2010). Conducting video research in the learning sciences: Guidance on selection, analysis, technology, and ethics. Journal of the Learning Sciences, 19(1), 3–53. https://doi.org/10.1080/10508400903452884

    Article  Google Scholar 

  • Dobbelaer, M. (2019). The quality and qualities of school observation systems [Unpublished doctoral dissertation]. University of Twente, Netherlands.

    Google Scholar 

  • Fischer, H., & Neumann, K. (2012). Video analysis as a tool for understanding science instruction. In D. Jorde & J. Dillon (Eds.), Science education research and practice in Europe: Retrospective and prospective (pp. 115–139). Sense Publishers.

    Chapter  Google Scholar 

  • Fischer, H., Labudde, P., Neumann, K., & Viiri, J. (2014). Quality of instruction in physics- comparing Finland, Germany and Switzerland. Waxmann.

    Google Scholar 

  • Fischer, J., Praetorius, A.-K., & Klieme, E. (2019). The impact of linguistic similarity on cross-cultural comparability of students’ perceptions of teaching quality. Educational Assessment, Evaluation and Accountability, 31(2), 201–220. https://doi.org/10.1007/s11092-019-09295-7

    Article  Google Scholar 

  • Flanders, N. A. (1970). Analyzing teaching behavior. Addison-Wesley.

    Google Scholar 

  • Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16(16), 41–67. https://doi.org/10.1016/j.edurev.2015.06.001

    Article  Google Scholar 

  • Gehlbach, H., & Brinkworth, M. (2011). Measure twice, cut down error: A process for enhancing the validity of survey scales. Review of General Psychology, 15(4), 380–387. https://doi.org/10.1037/a0025704

    Article  Google Scholar 

  • Gill, B., Shoji, M., Coen, T., & Place, K. (2016). The content, predictive power, and potential bias in five widely used teacher observation instruments. REL 2017-191. National Center for Education Evaluation and Regional Assistance

    Google Scholar 

  • Gitomer, D. H. (2009). Measurement issues and assessment of teaching quality. Sage.

    Book  Google Scholar 

  • Gitomer, D., Bell, C., Qi, Y., McCaffrey, D., Hamre, B. K., & Pianta, R. C. (2014). The instructional challenge in improving teaching quality: Lessons from a classroom observation protocol. Teachers College Record, 116(6), 1–20.

    Article  Google Scholar 

  • Gitomer, D. H., Martínez, J. F., Battey, D., & Hyland, N. E. (2019). Assessing the assessment: Evidence of reliability and validity in the edTPA. American Educational Research Journal. https://doi.org/10.3102/0002831219890608

  • Givvin, K., Hiebert, J., Jacobs, J., Hollingsworth, H., & Gallimore, R. (2005). Are there national patterns of teaching? Evidence from the TIMSS 1999 Video Study. Comparative Education Review, 49(3), 311–343. https://doi.org/10.1086/430260

    Article  Google Scholar 

  • Goldman, R., Pea, R., Barron, B., & Derry, S. J. (2007). Video research in the learning sciences. Lawrence Erlbaum.

    Google Scholar 

  • Griffin, G., & Leibetseder, D. (2019). “Only applies to research conducted in Sweden”: Dilemmas in gaining ethics approval in transnational qualitative research. International Journal of Qualitative Methods, 18, 1–10. https://doi.org/10.1177/1609406919869444

    Article  Google Scholar 

  • Grissom, J.A. & Loeb, S, (2014). Assessing principals’ assessments: Subjective evaluations of teacher effectiveness in low- and high-stakes environment. Paper presented at Association for Education Finance and Policy annual meeting, San Antonio, TX.

    Google Scholar 

  • Grossman, P. (2015). Protocol for language arts teaching observations (PLATO 5.0). Stanford University. https://cset.stanford.edu/research/project/protocol-language-arts-teaching-observations-plato

  • Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184–205. https://doi.org/10.3102/0002831207312906

    Article  Google Scholar 

  • Grossman, P., Loeb, S., Cohen, J., & Wyckoff, J. (2013). Measure for measure: The relationship between measures of instructional practice in middle school English language arts and teachers’ value-added scores. American Journal of Education, 119(3), 445–470. https://doi.org/10.1086/669901

    Article  Google Scholar 

  • Hammersley, M. (2012). Troubling theory in case study research. Higher Education Research & Development: Questioning Theory-Method Relations in Higher Education Research, 31(3), 393–405. https://doi.org/10.1080/07294360.2011.631517

  • Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., Brown, J. L., Cappella, E., Atkins, M., Rivers, S. E., Brackett, M. A., & Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113, 461–487. https://doi.org/10.1086/669616

    Article  Google Scholar 

  • Hiebert, J., Gallimore, R., Garnier, H., Givvin, K. B., Hollingsworth, H., Jacobs, J., Chui, A. M.-Y., Wearne, D., Smith, M., Kersting, N., Manaster, A., Tseng, E., Etterbeck, W., Manaster, C., Gonzales, P., & Stigler, J. (2003). Teaching mathematics in seven countries: Results from the TIMSS 1999 Video Study. Education Statistics Quarterly, 5(1), 7–15.

    Google Scholar 

  • Hill, H. C., Blunk, M., Charalambous, C., Lewis, J., Phelps, G. C., Sleep, L., et al. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 26(4), 430–511.

    Article  Google Scholar 

  • Hill, H., Charalambous, C. Y., Blazar, D., McGinn, D., Kraft, M. A., Beisiegel, M., Humez, A., Litke, E., & Lynch, K. (2012a). Validating instruments for observation instruments: Attending to multiple sources of variation. Educational Assessment, 17(2–3), 88–106. https://doi.org/10.1080/10627197.2012.715019

    Article  Google Scholar 

  • Hill, H., Charalambous, C. Y., & Kraft, M. A. (2012b). When rater reliability is not enough: Teacher observation systems and a case for the generalizability study. Educational Researcher, 41(2), 56–64. https://doi.org/10.3102/0013189X12437203

    Article  Google Scholar 

  • Hill, H., Beisiegel, M., & Jacob, R. (2013). Professional development research: Consensus, crossroads, and challenges. Educational Researcher, 42(9), 476–487. https://doi.org/10.3102/0013189X13512674

    Article  Google Scholar 

  • Hill, H., & Grossman, P. (2013). Learning from teacher observations: Challenges and opportunities posed by new teacher evaluation systems. Harvard Educational Review, 83(2), 371–384. https://doi.org/10.17763/haer.83.2.d11511403715u376

    Article  Google Scholar 

  • Humphry, S. M., & Heldsinger, S. A. (2014). Common structural design features of rubrics may represent a threat to validity. Educational Researcher, 43(5), 253–263. https://doi.org/10.3102/0013189X14542154

    Article  Google Scholar 

  • Janík, T., & Seidel, T. (2009). The power of video studies in investigating teaching and learning in the classroom. Waxmann.

    Google Scholar 

  • Joe, J., Kosa, J., Tierney, J., & Tocci, C. (2013). Observer calibration. Teachscape.

    Google Scholar 

  • Kane, M. (2006). Validation. Educational Measurement, 4, 17–64.

    Google Scholar 

  • Kane, T. J., Staiger, D. O., McCaffrey, D., Cantrell, S., Archer, J., Buhayar, S., & Parker, D. (2012). Gathering feedback for teaching: Combining high-quality observations with student surveys and achievement gains. Bill & Melinda Gates Foundation, Measures of Effective Teaching Project. https://files.eric.ed.gov/fulltext/ED540960.pdf

  • Kane, T. J., McCaffrey, D. F., Miller, T., & Staiger, D. O. (2013). Have we identified effective teachers? Validating measures of effective teaching using random assignment: Bill & Melinda Gates Foundation, Measures of Effective Teaching Project. https://files.eric.ed.gov/fulltext/ED540959.pdf

  • Kelly, S., Bringe, R., Aucejo, E., & Fruehwirth, J. (2020). Using global observation protocols to inform research on teaching effectiveness and school improvement: Strengths and emerging limitations. Education Policy Analysis Archives, 28(62).

    Google Scholar 

  • Kersting, N. B., Givvin, K. B., Sotelo, F. L., & Stigler, J. W. (2010). Teachers’ analyses of classroom video predict student learning of mathematics: Further explorations of a novel measure of teacher knowledge. Journal of Teacher Education, 61(1–2), 172–181. https://doi.org/10.1177/0022487109347875

    Article  Google Scholar 

  • Klette K. (2007): Trends in Research on teaching and Learning in Schools: Didactics meets Classroom studies. European Educational Research Journal, 6 (2), 147-161. https://doi.org/10.2304/eerj.2007.6.2.147

  • Klette, K. (2009). Challenges in strategies for complexity reduction in video studies. Experiences from the PISA+ study: A video study of teaching and learning in Norway. In T. Janik & T. Seidel (Eds.), The power of video studies in investigating teaching and learning in the classroom (pp. 61–83). Waxmann Publishing.

    Google Scholar 

  • Klette, K. (2015). Introduction: Studying interaction and instructional patterns in classrooms. In K. Klette, O. K. Bergem, & A. Roe (Eds.), Teaching and learning in lower secondary schools in the era of PISA and TIMSS (pp. 1–16). Springer International Publishing.

    Google Scholar 

  • Klette, K. (2019). Ethical by design: secure, accessible and shareable video data.[Conference presentation]..European Educational Research Association (EERA) Annual Conference (ECER), Hamburg, September 2–6.

    Google Scholar 

  • Klette, K. (2020). Hva vet vi om god Undervisning [Summarizing researh on teaching quality: What do we know?] In: R. Krumsvik, & R. Säljô (Eds.). Praktisk Pedagogisk Utdanning [Practical Teacher Training]. Fagbokforlaget-

    Google Scholar 

  • Klette, K. (2022/ accepted). Coding manuals as way of strengthening programmatic research in classroom studies. In Ligozat et al. (Eds.) Didactics in a changing world. European perspectives on learning, teaching and curriculum. Springer Publishing

    Google Scholar 

  • Klette, K., Blikstad-Balas, M., & Roe, A. (2017). Linking instruction and student achievement: Research design for a new generation of classroom studies. Acta Didactica Norge, 11(3), 1–19. https://doi.org/10.5617/adno.4729

    Article  Google Scholar 

  • Klette, K., & Blikstad-Balas, M. (2018). Observation manuals as lenses to classroom teaching: Pitfalls and possibilities. European Educational Research Journal, 17(1), 129–146. https://doi.org/10.1177/1474904117703228

    Article  Google Scholar 

  • Klette, K., Roe, A., & Blikstad-Balas, M. (2021). Observational scores as predictors for student achievement gains. In K. Klette, M. Tengberg, & M. Blikstad-Balas (Eds.), Ways of measuring teaching quality: Possibilities and pitfalls. Oslo University Press.

    Google Scholar 

  • Klieme, E., Pauli, C., & Reusser, K. (2009). The Pythagoras study: Investigating effects of teaching and learning in Swiss and German mathematics classrooms. In T. Janik & T. Seidel (Eds.), The power of video studies in investigating teaching and learning in the classroom (pp. 137–160). Waxmann.

    Google Scholar 

  • Knoblauch, H., & Schnettler, B. (2012). Videography: Analysing video data as a “focused” ethnographic and hermeneutical exercise. Qualitative Research, 12(3), 334–356. https://doi.org/10.1177/1468794111436147

    Article  Google Scholar 

  • Kraft, M. A., & Gilmour, A. F. (2017). Revisiting the widget effect: Teacher evaluation reforms and the distribution of teacher effectiveness. Educational Researcher, 46, 234–249. https://doi.org/10.3102/0013189X17718797

  • Krosnick, J. A., & Presser, S. (2010). Question and questionnaire design. In J. D. Wright & P. V. Marsden (Eds.), Handbook of survey research (Vol. 2, pp. 263–313). Emerald Group.

    Google Scholar 

  • Kunter, M., Baumert, J., & Köller, O. (2007). Effective classroom management and the development of subject-related interest. Learning and Instruction, 17(5), 494–509. https://doi.org/10.1016/j.learninstruc.2007.09.002

    Article  Google Scholar 

  • Kyriakides, L., Creemers, B. P. M., & Panayiotou, A. (2018). Using educational effectiveness research to promote quality of teaching: The contribution of the Dynamic model. ZDM: The International Journal on Mathematics Education, 50(3), 381–393.

    Article  Google Scholar 

  • Lahn L. C. & Klette, K (2022). Reactivity beyond contamination? An integrative literature review of video studies in educational research. International Journal of Research and Methods in Education [Manuscript accepted for publication]

    Google Scholar 

  • Leung, F. K. S. (1995). The mathematics classroom in Beijing, Hong Kong and London. Educational Studies in Mathematics, 29(4), 297–325. https://doi.org/10.1007/BF01273909

    Article  Google Scholar 

  • Lindorff, A., & Sammons, P. (2018). Going beyond structured observations: Looking at classroom practice through a mixed method lens. ZDM: The International Journal on Mathematics Education, 50(3), 521–534.

    Article  Google Scholar 

  • Lipowsky, F., Rakoczy, K., Pauli, C., Drollinger-Vetter, B., Klieme, E., & Reusser, K. (2009). Quality of geometry instruction and its short-term impact on students’ understanding of the Pythagorean Theorem. Learning and Instruction, 19(6), 527–537. https://doi.org/10.1016/j.learninstruc.2008.11.001

    Article  Google Scholar 

  • Liu, S., Bell, C. A., Jones, N. D., & McCaffrey, D. F. (2019). Classroom observation systems in context: A case for the validation of observation systems. Educational Assessment, Evaluation, and Accountability, 31, 61–95. https://doi.org/10.1007/s11092-018-09291-3

    Article  Google Scholar 

  • Luoto, J. M. (2021). Exploring, understanding, and problematizing patterns of instructional quality: A study of instructional quality in Finnish–Swedish and Norwegian lower secondary mathematics classrooms. PhD thesis, University of Oslo, 2021.

    Google Scholar 

  • Luoto, J. M., Klette, K., & Blikstad-Balas. (2022). Possible biases in observation systems when applied across contexts: Conceptualizing, operationalizing and sequencing instructional quality. [Manuscript accepted for publication]

    Google Scholar 

  • Martin, C., Radisic, J., Stovner R. B., Klette, K., & Blikstad-Balas M. (2021). Exploring the use of mathematics observation tools across the contexts of the United States, Norway, and Finland: How can observation instruments shape our understanding of instructional quality when applied across contexts? [Manuscript submitted for publication] in Educational Assessment, Evaluation and Accountability

    Google Scholar 

  • Martinez, F., Taut, S., & Schaaf, K. (2016). Classroom observation for evaluating and improving teaching: An international perspective. Studies in Educational Evaluation, 49, 15–29. https://doi.org/10.1016/j.stueduc.2016.03.002

    Article  Google Scholar 

  • McClellan, C., Atkinson, M., & Danielson, C. (2012). Teacher evaluator training & certification: Lessons learned from the measures of effective teaching project. Practitioner Series for Teacher Evaluation. Teachscape. San Francisco, CA.

    Google Scholar 

  • McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 376–386. https://doi.org/10.1177/0022487113493807

    Article  Google Scholar 

  • Mikeska, J. N., Holtzman, S., McCaffrey, D. F., Liu, S., & Shattuck, T. (2018). Using classroom observations to evaluate science teaching: Implications of lesson sampling for measuring science teaching effectiveness across lesson types. Science Education, 103(1), 123–144. https://doi.org/10.1002/sce.21482

    Article  Google Scholar 

  • Meyer, M. A. (2012). Didactics in Europe. Zeitschrift für Erziehungswissenschaft, 15, 449–482. https://doi.org/10.1007/s11618-012-0322-8

    Article  Google Scholar 

  • Muijs D, Reynolds D, Sammons P, Kyriakides L, Creemers BPM, & Teddlie C. (2018). Assessing individual lessons using a generic teacher observation instrument: how useful is the International System for Teacher Observation and Feedback (ISTOF)? ZDM: The International Journal on Mathematics Education, 50(3), 395–406. https://doi.org/10.1007/s11858-018-0921-9

    Article  Google Scholar 

  • Newton, X. A. (2010). Developing indicators of classroom practice to evaluate the impact of district mathematics reform initiative: A generalizability analysis. Studies in Educational Evaluation, 36(1), 1–13. https://doi.org/10.1016/j.stueduc.2010.10.002

    Article  Google Scholar 

  • Nilsen, T., & Gustafsson, J.-E. (2016). Teacher quality, instructional quality and student outcomes: Relationships across countries, cohorts and time (Vol. 2). Springer International Publishing.

    Book  Google Scholar 

  • OECD (Ed.) (2020). Global teaching insights: A video study of teaching. https://doi.org/10.1787/20d6f36b-en

  • Office for Standards in Education, Children’s Services and Skills (Ofsted). (2018). Six models of lesson observation: An international perspective. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/708815/Six_models_of_lesson_observation.pdf

  • Opfer, D., Bell, C., Klieme, E., Mccaffrey, D., Schweig, J., & Stetcher, B. (2020). Chapter 2 Understanding and measuring mathematics teaching practice. In OECD: Global teaching insights. A video study of teaching (pp. 33–47). https://doi.org/10.1787/98e0105a-en

  • Oser, F. K., & Baeriswyl, F. J. (2001). Choreographies of teaching: Bridging instruction to learning. In V. Richardson (Ed.), Handbook of research on teaching (Vol. 4, pp. 1031–1065). American Educational Research Association.

    Google Scholar 

  • Pianta, R., & Hamre, B. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109–119. https://doi.org/10.3102/0013189x09332374

    Article  Google Scholar 

  • Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom assessment scoring system: Forms, pre-K-3. Paul H. Brookes Publishing.

    Google Scholar 

  • Praetorius, A.-K., Pauli, C., Reusser, K., Rakoczy, K., & Klieme, E. (2014). One lesson is all you need? Stability of instructional quality across lessons. Learning and Instruction, 31, 2–12. https://doi.org/10.1016/j.learninstruc.2013.12.002

    Article  Google Scholar 

  • Praetorius, A.-K., & Charalambous, C. Y. (2018). Classroom observation frameworks for studying instructional quality: Looking back and looking forward. ZDM: The International Journal on Mathematics Education, 50(3), 535–553. https://doi.org/10.1007/s11858-018-0946-0

    Article  Google Scholar 

  • Praetorius, A.-K., Klieme, E., Herbert, B., & Pinger, P. (2018). Generic dimensions of teaching quality: The German framework of Three Basic Dimensions. ZDM: The International Journal on Mathematics Education, 50(3), 407–426. https://doi.org/10.1007/s11858-018-0918-4

    Article  Google Scholar 

  • Praetorius, A.-K., Rogh, W., Bell, C., & Klieme, E. (2019). Methodological challenges in conducting international research on teaching quality using standardized observations. In L. Suter, E. Smith, & B. D. Denman (Eds.), The SAGE handbook of comparative studies in education (pp. 269–288). SAGE.

    Chapter  Google Scholar 

  • Praetorius, A. K., Grunkorn, J., & Klieme, E. (2020). Towards developing a theory of generic teaching quality: Origin, current status, and necessary next steps regarding the three basic dimensions model. Zeitschrift für Pädagogik Beiheft, 1, 15–36.

    Google Scholar 

  • Raudenbush, S. W. (2008). Advancing educational policy by advancing research on instruction. American Educational Research Journal, 25, 206–230.

    Article  Google Scholar 

  • Raudenbush, S. W., & Jean, M. (2015). To what extent do student perceptions of classroom quality predict teacher value added? In T. J. Kane, K. A. Kerr, & R. C. Pianta (Eds.), Designing teacher evaluation systems (pp. 170–202). Jossey Bass.

    Chapter  Google Scholar 

  • Regulation (EU) 2016/679 of the European Parliament and of the Council of 27 April 2016 on the protection of natural persons with regard to the processing of personal data and on the free movement of such data, and repealing Directive 95/46/EC (General Data Protection Regulation). see https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32016R0679

  • Rowan, B., & Raudenbush, S. W. (2016). Teacher evaluation in American schools. In D. H. Gitomer & C. A. Bell (Eds.), Handbook of research on teaching (5th ed., pp. 1159–1217). American Educational Research Association.

    Chapter  Google Scholar 

  • Roth, K. J. (2006). Teaching Science in Five Countries: Results from the TIMSS 1999 Video Study: Statistical Analysis Report. US Department of Education, National Center for Education Statistics.

    Google Scholar 

  • Rich, P. J., & Hannafin, M. (2009). Video annotation tools: Technologies to scaffold, structure, and transform teacher reflection. Journal of Techer Education, 60(1), 52–67. https://doi.org/10.1177/0022487108328486

    Article  Google Scholar 

  • Santagata, R., Kersting, N., Givvin, K. B., & Stigler, J. W. (2010). Problem implementation as a lever for change: An experimental study of the effects of a professional development program on students’ mathematics learning. Journal of Research on Educational Effectiveness, 4(1), 1–24. https://doi.org/10.1080/19345747.2010.498562

    Article  Google Scholar 

  • Santelicesa, M. V., & Taut, S. (2011). Convergent validity evidence regarding the validity of the Chilean standards-based teacher evaluation system. Assessment in Education: Principles, Policy & Practice, 18(1), 73–93.

    Google Scholar 

  • Scheerens, J. (2014). School, teaching, and system effectiveness: Some comments on three state-of-the-art reviews. School Effectiveness and School Improvement, 25(2), 282–290. https://doi.org/10.1080/09243453.2014.885453

    Article  Google Scholar 

  • Schleicher, A. (2011). Lessons from the world on effective teaching and learning environments. Journal of Teacher Education, 62(2), 202–221. https://doi.org/10.1177/0022487110386966

    Article  Google Scholar 

  • Schlesinger, L., & Jentsch, A. (2016). Theoretical and methodological challenges in measuring instructional quality in mathematics education using classroom observations. ZDM: The International Journal on Mathematics Education, 48(1-2), 29–40. https://doi.org/10.1007/s11858-016-0765-0

  • Schlesinger, L., Jentsch, A., & Kaiser, G., et al (2018). Subject-specific characteristics of instructional quality in mathematics education. ZDM: The International Journal of Mathematics Education, 50, 475–490. https://doi.org/10.1007/s11858-018-0917-5

  • Schoenfeld, A. (2014). What makes for powerful classrooms, and how can we support teachers in creating them? A story of research and practice, productively intertwined. Educational Researcher, 43(8), 404–412. https://doi.org/10.3102/0013189X14554450

    Article  Google Scholar 

  • Schoenfeld, A. H., Floden, R., El Chidiac, F., Gillingham, D., Fink, H., Hu, S., & Zarkh, A. (2018). On classroom observations. Journal for STEM Education Research, 1(1–2), 34–59. https://doi.org/10.1007/s41979-018-0001-7

    Article  Google Scholar 

  • Schweisfurth, M. (2019). Qualitative comparative education research: Perennial issues, new approaches and good practice. In L. E. Suter, E. Smith, & B. D. Denman (Eds.), The SAGE handbook of comparative studies in education (pp. 258–268). SAGE.

    Chapter  Google Scholar 

  • Schultz, S. E., & Pecheone, R. L. (2015). Assessing quality teaching in science. In T. J. Kane, A. K. A. Kerr, & R. C. Pienta (Eds.), Designing teacher evaluation systems: New guidance from the measures of effective teaching project (pp. 444–492). Wiley.

    Chapter  Google Scholar 

  • Seidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77(4), 454–499. https://doi.org/10.3102/0034654307310317

    Article  Google Scholar 

  • Seidel, T., & Prenzel, M. (2006). Stability of teaching patterns in physics instruction: Findings from a video study. Learning and Instruction, 16(3), 228–240. https://doi.org/10.1016/j.learninstruc.2006.03.002

    Article  Google Scholar 

  • Sensevy, G. (2011). Overcoming fragmentation: Towards a joint action theory in didactics. In Hudson, B. & Meyer, M. A. (Eds.) Beyond fragmentation: Didactics, learning, and teaching, pp. 60-76. Verlag Barbara Budrich, Opladen and Farmington Hills.

    Google Scholar 

  • Sensevy, G., & Mercier, A. (Eds.). (2007). Agir ensemble: L’action didactique conjointe du professeur et des élèves. Presses Universitaires de Rennes.

    Google Scholar 

  • Sherin, M. G., & Russ, R. S. (2014). Teacher noticing via video: The role of interpretive frames. In Digital video for teacher education (pp. 11–28). Routledge.

    Google Scholar 

  • Snell, J. (2011). Interrogating video data: Systematic quantitative analysis versus micro-ethnographic analysis. International Journal of Social Research Methodology, 14(3), 253–258. https://doi.org/10.1080/13645579.2011.563624

    Article  Google Scholar 

  • Standards for Educational and Psychological Testing. (1999). (AERA, APA & NCME)

    Google Scholar 

  • Stigler, J. W., & Hiebert, J. (1997). Understanding and improving classroom mathematics instruction. Phi Delta Kappa, (1997September), 14–21.

    Google Scholar 

  • Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. Free Press.

    Google Scholar 

  • Stigler, J. W., & Miller, K. F. (2018). Expertise and expert performance in teaching. In A. M. Williams, A. Kozbelt, K. A. Ericsson, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (2nd ed., pp. 431–452). Cambridge University Press. https://doi.org/10.1017/9781316480748.024

    Chapter  Google Scholar 

  • Stuhlman, M. W., Hamre, B. K., Downer, J. T., & Pianta, R. C. (2010). Why should we use classroom observation. Teachstone.

    Google Scholar 

  • Taut, S., Cortés, F., Sebastian, C., & Preiss, D. (2009). Evaluating school and parent reports of the national student achievement testing system (SIMCE) in Chile: Access, comprehension, and use. Evaluation and Program Planning, 32(2), 129–137. https://doi.org/10.1016/j.evalprogplan.2008.10.004

    Article  Google Scholar 

  • Taut, S., & Rakoczy, K. (2016). Observing instructional quality in the context of school evaluation. Learning and Instruction, 46, 45–60. https://doi.org/10.1016/j.learninstruc.2016.08.003

    Article  Google Scholar 

  • Taut, S., Santelices, M. V., Araya, C., & Manzi, J. (2011). Perceived effects and uses of the national teacher evaluation system in Chilean elementary schools. Studies in Educational Evaluation, 37, 218–229.

    Article  Google Scholar 

  • Taut, S., Santelices, M. V., & Stecher, B. (2012). Teacher assessment and improvement system. Educational Assessment, 17(4), 163–199. https://doi.org/10.1080/10627197.2012.735913

    Article  Google Scholar 

  • Taut, S., & Sun, Y. (2014). The development and implementation of a national, standards based, multi-method teacher performance assessment system in Chile. Education Policy Analysis Archives, 22(71). https://doi.org/10.14507/epaa.v22n71.2014

  • Teddlie, C., Creemers, B., Kyriakides, L., Muijs, D., & Yu, F. (2006). The International System for Teacher Observation and Feedback: Evolution of an international study of teacher effectiveness constructs. Educational Research and Evaluation, 12(6), 561–582. https://doi.org/10.1080/13803610600874067

    Article  Google Scholar 

  • Thomas, G. (2007). Education and theory: Strangers in paradigms. Open University Press.

    Google Scholar 

  • Tremblay, K., & Pons, A. (2019). The OECD TALIS video study – Progress report. OECD. http://www.oecd.org/education/school/TALIS_Video_Study_Progress_Report.pdf

  • Tripp, T. R., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28(5), 728–739. https://doi.org/10.1016/j.tate.2012.01.011

    Article  Google Scholar 

  • Van de Grift, W. J. C. M. (2007). Quality of teaching in four European countries: A review of the literature and application of an assessment instrument. Educational Research, 49(2), 127–152. https://doi.org/10.1080/00131880701369651

    Article  Google Scholar 

  • Van Es, E. A. (2012). Examining the development of a teacher learning community: The case of a video club. Teaching and Teacher Education, 28(2), 182–192.

    Article  Google Scholar 

  • Walkington, C., & Marder, M. (2018). Using the UTeach Observation Protocol (UTOP) to understand the quality of mathematics instruction. ZDM: The International Journal on Mathematics Education, 50 (3), 507–519

    Google Scholar 

  • Walkowiak, T. A., Berry, R. Q., Pinter, H. H., & Jacobson, E. D. (2018). Utilizing the M-Scan to measure standards-based mathematics teaching practices: Affordances and limitations. ZDM: The International Journal on Mathematics Education, 50 (3), 461–474

    Google Scholar 

  • White, M. C. (2018). Rater performance standards for classroom observation instruments. Educational Researcher, 47(8), 492–501. https://doi.org/10.3102/0013189X18785623

    Article  Google Scholar 

  • White, M. C (2021/accepted). A validity framework for the design and analysis of studies using standardized observation systems. In K. Klette, M. Blikstad-Balas, & M. Tengberg (Eds.), Ways of measuring teaching quality: Perspectives, potentials and pitfalls. Oslo University Press.

    Google Scholar 

  • White, M.C. & Klette, K (2021). Rater error in standardized observations of teaching: Challenges from Latently continuous dimensions. Paper presented at the Earli conference 2021, Gothenburg, August 23–27.

    Google Scholar 

  • White, M., & Ronfeldt, M. (2020). Monitoring rater quality in observational systems: Issues due to unreliable estimates of rater quality. [Manuscript submitted for publication]

    Google Scholar 

  • White, M., Maher, B., & Rowan, B. (2021). Common Core-related shifts in English language arts teaching from 2010 to 2018: A video study. [Manuscript submitted for publication]

    Google Scholar 

  • Yang, X., Kaiser, G., König, J., & Blömeke, S. (2019). Professional noticing of mathematics teachers: A comparative study between Germany and China. International Journal of Science and Mathematics Education, 17(5), 943–963. https://doi.org/10.1007/s10763-018-9907-x

    Article  Google Scholar 

  • Ødegaard, M., & Klette, K. (2012). Teaching activities and language use in science classrooms: Categories and levels of analysis as tools for interpretation. In D. Jorde & J. Dillon (Eds.), Science education research and practice in Europe (pp. 181–202). Sense Publishers.

    Chapter  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Oslo, Oslo, Norway

    Kirsti Klette

Authors
  1. Kirsti Klette
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Kirsti Klette .

Editor information

Editors and Affiliations

  1. University of Oslo, Blindern, Oslo, Norway

    Trude Nilsen

  2. IEA Hamburg, Hamburg, Hamburg, Germany

    Agnes Stancel-Piątak

  3. University of Gothenburg, Gothenburg, Sweden

    Jan-Eric Gustafsson

Section Editor information

  1. University of Oslo, Oslo, Norway

    Sigrid Blömeke

Rights and permissions

Reprints and permissions

Copyright information

© 2022 Springer Nature Switzerland AG

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Klette, K. (2022). The Use of Video Capturing in International Large-Scale Assessment Studies: Methodological and Theoretical Considerations. In: Nilsen, T., Stancel-Piątak, A., Gustafsson, JE. (eds) International Handbook of Comparative Large-Scale Studies in Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-38298-8_19-1

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-38298-8_19-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-38298-8

  • Online ISBN: 978-3-030-38298-8

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics

Search

Navigation