Classroom observation (Rating manual): Classroom Observation Coding Manual System - Lesson Phases, Social Forms, and Time-on-Task

In classroom observation research, video analysis has been a powerful tool for enhancing the quality of instruction (Klette, 2009; Fischer & Neumann, 2012; Klette, 2023). Observing and analyzing classroom videos can allow researchers to explore instructional activities and interactions in greater detail (Stigler, 1997; Seidel, 2005; Derry et al., 2010). However, many classroom observations are based on non-standardized, informal, unvalidated tools and these subjective preferences can make the analysis unreliable (Klette & Blikstad-Balas, 2018; Bostic, 2021). Therefore, in order to improve the accuracy and reliability of classroom observation, developing a coding manual is necessary (Schoenfeld, A. H. 2013; Klette & Blikstad-Balas, 2018). Several studies have been conducted to analyze classrooms through coding (Seidel, 2005; Pianta 2008; Siemon, 2018). Based on the previous studies (Seidel, 2005; Beerenwinkel & Börlin, 2014; Siemon, 2015) we developed and revised the classroom observation coding manual. This has resulted in a coding manual system that enables comprehensive observation of the classroom from three perspectives: lesson phases, classroom social forms, and time-on-task. This coding system contains three coding manuals. Here we first provide an overview of the relationship between the three coding manuals, then describe the inter-rater agreement (IRA) and inter-rater reliability (IRR) of coding manuals and the training of coders. Finally, we provide a detailed description of the three coding manuals, each of which contains a detailed set of behavioral standards and categorical event coding rules. less

Survey information

StudyStudien zur Unterrichtsbeobachtung: für Unterrichtsschritt, Sozialform und Time-on-Task

ContributorsFan, Enqi; Siemon, Jens

Persistent IdentifierDOI: 10.7477/1152:415

CitationFan, E.; Siemon, J. (2024). : Classroom Observation Coding Manual System - Lesson Phases, Social Forms, and Time-on-Task [Ratingmanual: Version 1.0]. Erstanwendung 2015. Frankfurt am Main: Forschungsdatenzentrum Bildung am DIPF. http://dx.doi.org/10.7477/1152:415

Time Period of Data Collection2015 - 2024

Collection coverage (Geographic)Hamburg, Schleswig-Holstein

Collection modeContent Coding
Specification: Computerbasiert

Survey Units Students; Teachers

Specification of Survey UnitsVideografierte Unterrichtsstunden

Resource type Rating manual

language(s)English

AvailabilityDas Instrument steht frei zum Download zur Verfügung. Eine Verwendung des Instruments, ganz oder in Teilen, setzt die Achtung des Urheberrechts voraus. Urheber und Quelle sind entsprechend zu zitieren. Es gelten die allgemeinen Nutzungsbedingungen des Anbieters.

Archiving research data centreResearch Data Centre for Education (FDZ Bildung)

CopyrightFan, Enqi
Siemon, Jens

Publication date2024-10-22

Publications of this surveyBeerenwinkel, A., & Börlin, J. (2014). Surface level: teaching time, lesson phases and types of interaction. Quality of Instruction in Physics, 65-79.

Bostic J, Lesseig K, Sherman M, Boston M. Classroom observation and mathematics education research. Journal of Mathematics Teacher Education. 2021 Feb;24:5-31.

Chaturvedi, S. R. B. H., & Shweta, R. C. (2015). Evaluation of inter-rater agreement and inter-rater reliability for observational data: an overview of concepts and methods. Journal of the Indian Academy of Applied Psychology, 41(3), 20-27.

Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and psychological measurement, 20(1), 37-46.

Derry SJ, Pea RD, Barron B, Engle RA, Erickson F, Goldman R, Hall R, Koschmann T, Lemke JL, Sherin MG, Sherin BL. Conducting video research in the learning sciences: Guidance on selection, analysis, technology, and ethics. The journal of the learning sciences. 2010 Jan 27;19(1):3-53.

Euler, D. & Hahn, A. (2014). Wirtschaftsdidaktik (3. Aufl.). UTB Wirtschaftswissenschaften, Pädagogik, Didaktik: Bd. 2525. Haupt Verlag.

Fischer, H. E., & Neumann, K. (2012). Video analysis as a tool for understanding science instruction. In Science education research and practice in Europe (pp. 115-139). Brill.

Grouven, U., Bender, R., Ziegler, A., & Lange, S. (2007). Der kappa-koeffizient. DMW-Deutsche Medizinische Wochenschrift, 132(S 01), e65-e68.

Hesse, H. G. (1994). Lehr-Lern-Zeit und Lernerfolg aus psychologischer Sicht (pp. 143-161).

Klette K. Challenges in strategies for complexity reduction in video studies. Experiences from the PISA+ study: A video study of teaching and learning in Norway. The power of video studies in investigating teaching and learning in the classroom. 2009:61-82.

Klette, K. (2023). Classroom observation as a means of understanding teaching quality: towards a shared language of teaching?. Journal of curriculum studies, 55(1), 49-62.

Klette, K., & Blikstad-Balas, M. (2018). Observation manuals as lenses to classroom teaching: Pitfalls and possibilities. European Educational Research Journal, 17(1), 129-146.

Pianta RC, La Paro KM, Hamre BK. Classroom Assessment Scoring System™: Manual K-3. Paul H. Brookes Publishing Co.; 2008.

Schoenfeld, A. H. (2013). Classroom observations in theory and practice. ZDM, 45, 607-621.

Scholkmann, A., Siemon, J., Boom, K. D., & Knigge, M. (2017). Lernzeitnutzung im Planspielunterricht: eine Analyse des Einflusses kognitiver Fähigkeiten, Zielorientierungen und Charakteristika von Lernpartnern anhand von Videodaten. Zeitschrift für Erziehungswissenschaft, 20(4), 651-669.

Seidel, T. (2005). Coding manual—surface structures: organization of classroom activities. How to run a video study. Technical report of the IPN video study, Waxmann, New York, 79-91.

Siemon, J., Scholkmann, A., & Paulsen, T. (2018). Beschreibung von Formen lehrerseitigen Unterstützungsverhaltens im Unterricht: Eine Analyse anhand von Videodaten. Zeitschrift fur Bildungsforschung, 8(1), 19-41.

Siemon, J., Scholkmann, A., Boom, K. D., & Knigge, M. (2015). Time on Task (TT): A Manual for Coding of Student Learning Behaviour in Videos.

Stigler, J. W., & Hiebert, J. (1997). Understanding and improving classroom mathmatics instruction: An overview of the TIMSS video study. Phi delta kappan, 79(1), 14.

Rating dimensions

Rating dimensions by construct

Lehr-Lernarrangements

Einsatz und Variation verschiedener Unterrichtsmethoden

Social Forms (Lehrkräfte)

Klarheit und Strukturiertheit

Lesson Phases (Lehrkräfte)

Effektive Zeitnutzung / Disziplin im Unterricht

Time on Task (Lehrkräfte)

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Ratingmanual_Classroom Observation [0.49 MB]

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