Peer observations among faculty in a college of education: Investigating the summative and formative uses of the Reformed Teaching Observation Protocol (RTOP)

Audrey Beardsley, Sharon E Osborn Popp

Research output: Contribution to journalArticle

19 Citations (Scopus)

Abstract

Teacher educators piloted the use of the Reformed Teaching Observation Protocol (RTOP), a peer observation instrument associated with increases in learning in science and mathematics teacher education courses. Faculty participants received a series of trainings in RTOP use and rated each other's teaching during multiple peer observations. The purpose of this study was to investigate whether the RTOP would prove useful for formative and summative purposes across teacher education courses in general. While participants saw value in the peer observation process and the RTOP instrument, findings suggest that the perceived formative functions of the RTOP outweighed the instrument's summative value.

Original languageEnglish (US)
Pages (from-to)5-24
Number of pages20
JournalEducational Assessment, Evaluation and Accountability
Volume24
Issue number1
DOIs
StatePublished - Feb 2012

Fingerprint

teaching observation
education
teacher
Values
Education
Peers
mathematics
educator
Teaching
science
learning

Keywords

  • Higher-education
  • Instructional method
  • Many-faceted Rasch model
  • Peer observation
  • Professional development

ASJC Scopus subject areas

  • Education
  • Organizational Behavior and Human Resource Management

Cite this

@article{832e2e2c462f4cae8d17dee9ccad2489,
title = "Peer observations among faculty in a college of education: Investigating the summative and formative uses of the Reformed Teaching Observation Protocol (RTOP)",
abstract = "Teacher educators piloted the use of the Reformed Teaching Observation Protocol (RTOP), a peer observation instrument associated with increases in learning in science and mathematics teacher education courses. Faculty participants received a series of trainings in RTOP use and rated each other's teaching during multiple peer observations. The purpose of this study was to investigate whether the RTOP would prove useful for formative and summative purposes across teacher education courses in general. While participants saw value in the peer observation process and the RTOP instrument, findings suggest that the perceived formative functions of the RTOP outweighed the instrument's summative value.",
keywords = "Higher-education, Instructional method, Many-faceted Rasch model, Peer observation, Professional development",
author = "Audrey Beardsley and Popp, {Sharon E Osborn}",
year = "2012",
month = "2",
doi = "10.1007/s11092-011-9135-1",
language = "English (US)",
volume = "24",
pages = "5--24",
journal = "Educational Assessment, Evaluation and Accountability",
issn = "1874-8597",
publisher = "Springer Netherlands",
number = "1",

}

TY - JOUR

T1 - Peer observations among faculty in a college of education

T2 - Investigating the summative and formative uses of the Reformed Teaching Observation Protocol (RTOP)

AU - Beardsley, Audrey

AU - Popp, Sharon E Osborn

PY - 2012/2

Y1 - 2012/2

N2 - Teacher educators piloted the use of the Reformed Teaching Observation Protocol (RTOP), a peer observation instrument associated with increases in learning in science and mathematics teacher education courses. Faculty participants received a series of trainings in RTOP use and rated each other's teaching during multiple peer observations. The purpose of this study was to investigate whether the RTOP would prove useful for formative and summative purposes across teacher education courses in general. While participants saw value in the peer observation process and the RTOP instrument, findings suggest that the perceived formative functions of the RTOP outweighed the instrument's summative value.

AB - Teacher educators piloted the use of the Reformed Teaching Observation Protocol (RTOP), a peer observation instrument associated with increases in learning in science and mathematics teacher education courses. Faculty participants received a series of trainings in RTOP use and rated each other's teaching during multiple peer observations. The purpose of this study was to investigate whether the RTOP would prove useful for formative and summative purposes across teacher education courses in general. While participants saw value in the peer observation process and the RTOP instrument, findings suggest that the perceived formative functions of the RTOP outweighed the instrument's summative value.

KW - Higher-education

KW - Instructional method

KW - Many-faceted Rasch model

KW - Peer observation

KW - Professional development

UR - http://www.scopus.com/inward/record.url?scp=84855988485&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84855988485&partnerID=8YFLogxK

U2 - 10.1007/s11092-011-9135-1

DO - 10.1007/s11092-011-9135-1

M3 - Article

AN - SCOPUS:84855988485

VL - 24

SP - 5

EP - 24

JO - Educational Assessment, Evaluation and Accountability

JF - Educational Assessment, Evaluation and Accountability

SN - 1874-8597

IS - 1

ER -