THIS WOULD RESULT IN UNREALISTIC DATA AND UNUSABLE FEEDBACK. - 4. It's hard to measure learning via observation.
- Learning is invisible. Yes, you can create desired outcomes. You can design relatively accurate tests to assess whether students retain what they've learned. But in the end, you can't actually tell if learning is taking place in the classroom. Especially now that observations focus on what students are doing instead of how the teacher is performing.
- So, instead, an observer will need to look at things like:
- How busy the students are - are they doing a lot of work (especially written work)?
- How engaged, interested and motivated students are - do they willingly participate in class activities?
- How students get attention - do they receive answers to questions and feedback on their work?
- How smoothly the classroom is running - is the teacher in control?
- How the curriculum was 'covered' - does the lesson clearly contain information in line with a country's national curriculum?
- How accurate student response is - do they know the answer when their teacher asks a question?
- Yes, these are all learning-related. But contrary to commonly held belief, ticking yes to all the boxes doesn't mean that students are actually learning.
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