• Measureofeffectiveteachingmayhelpexplainachievementgapswithinandbetweencountries.

• Amongseveralmeasuresofeffectiveteaching,ClassroomAssessmentScoringSystem(CLASS)isincreasinglyusedindevelopingcountriesinpartduetomultiplevaliditystudiesverifyingitsrelevanceacrosscountrycontexts,consistentlinkstostudentachievement,andalignedprofessionaldevelopmentthatcanimproveteachingqualityandlearningoutcomes.

• TeacherswithhigherlevelsofinstructionalsupportasmeasuredbyCLASScanreducetheachievementgapbetweenchildrenofmotherswithhighlevelsofeducationandchildrenofmotherswithlowlevelsofeducation.

• TeacherswithhigherlevelsofemotionalsupportasmeasuredbyCLASScanreducetheachievementgapbetweenchildrenwithhighfunctionalriskandchildrenwithlowfunctionalriskinclassrooms.

ADBBRIEFSNO. 92

JUNE 2018

KEY POINTS The Classroom Assessment Scoring System as a Measure of Effective Teaching to Address the Learning Crisis

ISBN978-92-9261-260-3(print)978-92-9261-261-0(electronic)ISSN2071-7202(print)ISSN2218-2675(electronic)PublicationStockNo.BRF189432DOI:http://dx.doi.org/10.22617/BRF189432

MEASurINg TEAChEr EffECTIvENESS

Despitetheremarkableprogressinaccesstoeducation,thelearningcrisisinSouthAsiacontinuestobeaseriousconcern.Toexploresolutions,theAsianDevelopmentBankorganizedaknowledgesharingworkshoponimprovingeducationqualitythroughsupportingteachingactivitiesandteacherassessmentinDhaka,Bangladesh,on6November2017.

Theworkshopfocusedonteacherprofessionaldevelopmentsinceteachers’roleisthemostsignificantin-schoolfactorimpactingstudentachievement.2Yet,literaturealsodemonstratesthattraditionalsignifiersofteacherqualitysuchaseducationlevel,training,age,contractstatus,andyearsofexperiencehavebeenpoorpredictorsofteachers’influenceonstudentlearningindevelopingcountries.3Therefore,measuringeffectiveteachingiscriticaltounderstandingwhysomestudentslearnmorethanotherstudents.

TheworkshopdiscussedhowtheClassroomAssessmentScoringSystem(CLASS)couldbeusedtomeasureeffectiveteacher–studentinteractionsthroughemotionalsupport,classroomorganization,andinstructionalsupport.PotentialusesofCLASSincludeteacherprofessionaldevelopment,monitoring,andevaluation.

1 ThisADBBriefwaspeerreviewedbyEikoIzawa,UnitHead,ProjectAdministration,SocialSectorDivision,CentralandWestAsiaDepartment,AsianDevelopmentBank(ADB);andChimiThonden,SeniorEducationSpecialist,Urban,SocialDevelopmentandPublicManagementDivision,PacificDepartment,ADB.TheauthorsaregratefulforreviewandinputsfromJenniferLocasale-CrouchofUniversityofVirginiaattheCenterfortheAdvancementoftheStudyofTeachingandLearningandSarahHaddenofTeachstone.TheauthorsarealsogratefulfordiscussionswithXinLong,SocialSectorEconomist,andGiSoonSong,PrincipalSocialSectorSpecialist,HumanandSocialDevelopmentDivision,SouthAsiaDepartment,ADB.

2 B.BrunsandJ.Luque.2015.Great Teachers: How to Raise Student Learning in Latin America and the Caribbean. Washington,DC:WorldBank.

3 P.Glewwe,E.Hanushek,S.Humpage,andR.Ravina.2011.SchoolResourcesandEducationalOutcomesinDevelopingCountries:AReviewoftheLiteraturefrom1990to2010.NBER Working Paper. No.17554.Cambridge:NationalBureauofEconomicResearch.

Viticia ThamesGeorgeWashingtonUniversity

Ryotaro Hayashi1

AsianDevelopmentBank

ADBBRIEFSNO.92

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fINdINgS frOM MEASurES Of EffECTIvE TEAChINg STudY

TheMeasuresofEffectiveTeaching(MET)studyfundedbyBill&MelindaGatesFoundationinvestigatedthevalidityandreliabilityofclassroomobservationsofeffectiveteaching.4

(1) Validityasks,“Dotheselectedclassroomobservationsmeasurewhatitisteachersdowithstudentsaroundthecontentthatislinkedtostudentachievementgains?”

(2) Reliabilityasks,“Ifso,couldtheseclassroomobservationsconsistentlymeasureteachingpracticeslinkedtostudentachievementacrossmultipleobservers?”

Ananalysisofclassroomteachingvideosfrom3,000teachersacrossgrades4–9intheUnitedStateswasconductedusingthefollowingfiveclassroomobservationinstruments:

(1) ClassroomAssessmentScoringSystem(CLASS)(2) DanielsonFrameworkforTeaching(FfT)(3) MathematicalQualityofInstruction(MQI)(4) ProtocolforLanguageArtsTeachingObservations(PLATO)(5) UTeachTeacherObservationProtocol(UTOP)

Allclassroomobservationinstrumentsusedwerepositivelyassociatedwithstudentachievementgains.However,CLASSwastheonlyinstrumentthathadmultiplerandomizedcontrolledtrial(RCT)impactevaluationsdemonstratingitslinktobothstudentsocio-emotionaldevelopmentandacademicoutcomes.Itisalsotheonlyinstrument,todate,withmultipleRCTsdemonstratingeffectiveprofessionaldevelopmentthatcanreliablyimproveteachingpracticesandincreasestudentlearning.

INCrEASINg uSE Of CLASS IN dEvELOPINg COuNTrIES

CLASSisincreasinglyusedindevelopingcountriestomeasureteachingpracticesandhelpaddressthelearningcrisis.TheWorldBankandInter-AmericanDevelopmentBankhavesupportedtheuseofCLASSinthePeople’sRepublicofChina(PRC)andthe

KyrgyzRepublicaswellasinLebanon,TrinidadandTobago,Chile,Dominica,Ecuador,Grenada,SaintVincentandtheGrenadines,andSaintLucia.PreferenceforCLASSasaninstrumentmaybeduetothesheervolumeofstudiesthatlinkCLASSto(i)studentsocio-emotionaldevelopmentandacademicoutcomes,(ii)effectiveprofessionaldevelopment,and(iii)validitystudiesconfirmingitsconstructrelevanceand/orpredictiverelevancetolearningacrosssevencountries.

Student outcomes. AnimpactevaluationprovidedevidencethatteacherswithhigherlevelsofinstructionalsupportasmeasuredbyCLASScanreducetheachievementgapbetweenstudentswhosemothershavehigherlevelsofeducationandstudentswhosemothershavelowerlevelsofeducation.5Likewise,thestudydemonstratedthatanincreaseinemotionalsupportasmeasuredbyCLASScanreducetheachievementgapbetweenfunctionalriskstudentsandnon-functionalriskstudents.Functionalriskisdefinedinthestudyasacompositemeasureconsistingoffourindicators:abilitytosustainattention,externalizingproblembehaviors,socialskills,andacademiccompetence.Thesefindingscouldberelevanttocountriesfacingthelearningcrisiswhileaimingformoreequitablelearningoutcomes.

Professional development.StudieshaveshownthatprofessionaldevelopmentthatprovidesCLASS-alignedfeedbacktoteachersandstrength-basedcoachingcanimproveteachingpracticesandstudentachievementoutcomesonstate-standardizedtest.Forinstance,anRCTofMyTeachingPartner,aprofessionaldevelopmentprogramthatusesCLASS-alignedfeedbackwithstrength-basedcoaching,wasconductedacross2,237classroomsin78middleschoolsacrossruraldistrictsintheUnitedStates.Theresultsshowed9percentagepointgainsinend-of-yearstandardizedachievementtestsinMyTeachingPartnerclassesrelativetoclassesinarandomlyassignedcontrolgroup.6Similarresultswereobtainedina2015replicationstudythatusedamoreurbanandraciallydiversesampleofhighschoolclassrooms.7Consequently,CLASS-alignedprofessionaldevelopmentprogramsofferinsightsintohowwemightreducethelearninggapbetweenruralandurbanschoolingcontexts,andbetweenstudentsofdifferentsocioeconomicandculturalbackgrounds.

Cross-country validation studies.CLASShasbeenvalidatedasaconstructofteachingqualityacrosssevencountriesinfourregions—findingssupportbothconstructandpredictivevalidityofteachingqualityasmeasuredbyCLASSinChile,8Ecuador,Finland,9Germany,10

4 T.J.KaneandD.O.Staiger.2012.Gathering Feedback from Teaching: Combining High Quality Observations with Student Surveys and Achievement Gains.Bill&MelindaGatesFoundation.

5 B.K.HamreandR.C.Pianta.2005.CanInstructionalandEmotionalSupportintheFirst-gradeClassroomMakeaDifferenceforChildrenatRiskofSchoolFailure?.Child Development.76.pp.949–967.

6 J.P.Allen,R.C.Pianta,A.Gregory,A.Y.Mikami,andJ.Lun.2011.An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement.Science.333(6045),pp.1034–1037.

7 J.P.Allen,C.A.Hafen,A.C.Gregory,A.Y.Mikami,andR.Pianta.2015.EnhancingSecondarySchoolInstructionandStudentAchievement:ReplicationandExtensionoftheMyTeachingPartner-SecondaryIntervention.Journal of Research on Education Effectiveness.8(4):pp.475-489.

8 D.Leyva,C.Weiland,M.Barata,H.Yoshikawa,C.Snow,E.Trevino,andA.Rolla.2015.Teacher–ChildInteractionsinChileandTheirAssociationswithPrekindergartenOutcomes.Child Development.86(3).pp.781–799.

9 E.Pakarinen,M.Lerkkanen,A.Poikkeus,N.Kiuru,M.Siekkinen,H.Rasku-Puttonen,andJ.Nurmi.2010.AValidationoftheClassroomAssessmentScoringSysteminFinnishKindergartens.Early Education and Development.21(1).pp.95–124.

10 A.VonSuchodoletz,A.Fasche,C.Gunzenhauser,andB.K.Hamre.2014.ATypicalMorninginPreschool:ObservationsofTeacher–ChildInteractioninGermanPreschools. Early Childhood Research Quarterly.29.pp.509–519.

TheClassroomAssessmentScoringSystemasaMeasureofEffectiveTeachingtoAddresstheLearningCrisis

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Portugal,11andthePRC.12Ofthesecountries,Ecuadorhastheweakestcapacity,withevidenceshowingthatanincreaseintheCLASSscoreisassociatedwithrelativelylargeincreaseinstudentlearning.13ThesefindingsinEcuadorhaveprovidedfurtherreasontoconsidertheuseofCLASSindevelopingcountries.

features of CLASS in developing countries. ThewideruseofCLASSindevelopingcountriesmaybeattributedtothefollowingcharacteristics:

(1) doesnotrequiretheobservertohaveahighlevelofcontentorpedagogicalknowledge,i.e.,anobserverwithnoteachingorteachertrainingexperiencecanbecertifiedonthetool;

(2) measuresteachingqualityacrossallgradesandcontentmaterial;

(3) trainingisreadilyprovidedacross3daysindevelopingcountries;

(4) trainingisaccompaniedbyavideolibrarythatlinksspecificdimensionsofteachingqualitytovideoclipsforvisualizingbestpractices;and

(5) measurescanbeusedtoproducelocalizedvideolibrariesthatlinkCLASSteachingqualitydimensionstospecific

teachingpracticeswithinagivencountryandprovideabasisofcomparisontoothercountries.

WAY fOrWArd

CLASSisameasureofeffectiveteachingthathasyettobeimplementedacrossdevelopingAsia.IthasbeenappliedinthePeople’sRepublicofChinaandtheKyrgyzRepublic.OtherAsiancountriesmayalsoconsiderutilizingmeasuresofeffectiveteachingintheireducationsystemstoaddressthelearningcrisis.Infact,theAsianDevelopmentBankhasinitiateddiscussionsonusingmeasuresofeffectiveteachinginBangladeshandSriLanka.Forexample,inBangladesh,teachingseemstobethelastchoiceofcollegegraduates.Yet,oncetheybecometeachersandstartteachingstudents,schoolleadersneedtofindeffectivewaystoimproveteachingeffectivenessthroughobservationandfeedback.EvenSriLanka,wheretheliteracyrateisquitehigh,isconsideringtheuseofmeasuresofeffectiveteachingtoaddressless-than-desiredstudentachievementinmath.Takentogether,thesecountriesaretakingactionstoidentifyeffectiveteachingandimproveitinwaysthathavethepotentialtoaddressthelearningcrisisinAsia.

11 J.Cadima,T.Leal,andM.Burchinal.M.2010.TheQualityofTeacher–StudentInteractions:AssociationswithFirstGraders’AcademicandBehavioralOutcomes.Journal of School Psychology.48.pp.457–482.

12 B.Hu,C.Gu,J.LoCasale-Crouch,andN.Yang.2016.ProfilesofChineseKindergartenClassroomsandAssociatedStructuralFeatures:ImplicationsforPolicyReform.Early Childhood Research Quarterly.37(4).pp.58–68.

13 M.C.Araujo,P.Carneiro,Y.Cruz-Aguayo,andN.Schady.2014.A Helping Hand? Teacher Quality and Learning Outcomes in Kindergarten. Washington,DC:BancoInteramericanodeDesarrollo.Unpublished.

About the Asian Development BankADB’svisionisanAsiaandPacificregionfreeofpoverty.Itsmissionistohelpitsdevelopingmembercountriesreducepovertyandimprovethequalityoflifeoftheirpeople.Despitetheregion’smanysuccesses,itremainshometoalargeshareoftheworld’spoor.ADBiscommittedtoreducingpovertythroughinclusiveeconomicgrowth,environmentallysustainablegrowth,andregionalintegration.

BasedinManila,ADBisownedby67members,including48fromtheregion.Itsmaininstrumentsforhelpingitsdevelopingmembercountriesarepolicydialogue,loans,equityinvestments,guarantees,grants,andtechnicalassistance.

ADBBriefsarebasedonpapersornotespreparedbyADBstaffandtheirresourcepersons.Theseriesisdesignedtoprovideconcise,nontechnicalaccountsofpolicyissuesoftopicalinterest,withaviewtofacilitatinginformeddebate.TheDepartmentofCommunicationsadministersthe series.

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