An Evaluation of Real-Time Feedback for Training Classroom Observers

Autor/inn/en	Radley, Keith C.; Dart, Evan H.; Lewis, Heather L. J.; Peterson, Kara D.
Titel	An Evaluation of Real-Time Feedback for Training Classroom Observers
Quelle	In: Contemporary School Psychology, 26 (2022) 2, S.241-247 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Radley, Keith C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-020-00304-x
Schlagwörter	Program Evaluation; Feedback (Response); Training; Observation; Training Methods; Undergraduate Students; Accuracy + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Ausbildung; Beobachtung; Didaktik; Trainingsmaßnahme
Abstract	School personnel regularly conduct systematic direct observation (SDO) as part of educational evaluation and intervention progress monitoring. Despite the regularity with which SDO is utilized, little research has been devoted to the identification of efficient and effective training procedures. Thirty-two undergraduate students in education participated in the current study and were randomly assigned to one of two methods of feedback as a means of promoting accurate SDO: post hoc feedback and real-time feedback. Participants in each group completed three observations, one pre-training, one training, and one post-training. The dependent variables assessed were changes in interobserver agreement (IOA) with a criterion and overall accuracy of the observation. Results did not reveal significant differences in IOA between the two groups. A significant interaction was found between group assignment and measurement occasion for observation accuracy. Overall, results suggest that real-time feedback did not confer added benefit. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11