Affiliation:
1. American College of Thessaloniki
Abstract
Direct classroom observation: potential problems and solutions George Sideridis Direct observation has been the most widely used behavioural assessment method in education. The aim of this article is to define observer bias, drift and reactivity, using examples from the behaviour analytical literature, and suggest ways of controlling them. It concludes that the following recommendations can assist the reliable and accurate recording of student behaviour: (1) train observers intensively until they achieve high levels of reliability and accuracy, (2) use simple observational systems with as few behavioural categories as possible and simple operational definitions, (3) keep observers blind and experimenters double-blind to experimental conditions, subject characteristics, etc., (4) plan periodic training sessions for the observers to re-study the operational definition of behaviours and discuss the problems of the observation situation, (5) inform observers that all their observations are monitored, (6) use ‘real time’ observations and not time-sampling procedures, (7) keep observers motivated and reinforce them for accurate observation, and (8) have observers become part of the classroom environment beforehand.
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