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

21 Scopus citations

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 1 2012

Keywords

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

ASJC Scopus subject areas

  • Education
  • Organizational Behavior and Human Resource Management

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