Measuring the quality of teaching practices in primary schools: Assessing the validity of the Teach observation tool in Punjab, Pakistan

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dc.coverageDOI: 10.1016/j.tate.2020.103171
dc.creatorMolina, Ezequiel
dc.creatorFatima, Syeda Farwa
dc.creatorHo, Andrew Dean
dc.creatorMelo, Carolina
dc.creatorWilichowski, Tracy Marie
dc.creatorPushparatnam, Adelle
dc.date2020
dc.date.accessioned2025-11-18T19:47:19Z
dc.date.available2025-11-18T19:47:19Z
dc.description<p>Monitoring the quality of teaching practices of primary school teachers in low-and-middle-income countries is often hampered by the lack of freely available classroom observation tools that are feasible to administer, validated in their own setting, and can be used as part of national monitoring systems. To address this discrepancy, Teach, an open-access classroom observation tool, was developed to measure the quality of teaching practices of primary school teachers in low-and-middle-income countries. This paper uses data from Punjab, Pakistan to evaluate the validity of Teach. Results show that Teach scores were internally consistent, presented good inter-rater reliability, and provided sufficient information to differentiate low from high-quality teaching practices. Further, higher Teach scores were associated with higher student outcomes.</p>eng
dc.descriptionMonitoring the quality of teaching practices of primary school teachers in low-and-middle-income countries is often hampered by the lack of freely available classroom observation tools that are feasible to administer, validated in their own setting, and can be used as part of national monitoring systems. To address this discrepancy, Teach, an open-access classroom observation tool, was developed to measure the quality of teaching practices of primary school teachers in low-and-middle-income countries. This paper uses data from Punjab, Pakistan to evaluate the validity of Teach. Results show that Teach scores were internally consistent, presented good inter-rater reliability, and provided sufficient information to differentiate low from high-quality teaching practices. Further, higher Teach scores were associated with higher student outcomes.spa
dc.identifierhttps://investigadores.uandes.cl/en/publications/9fac4a40-a4c9-4670-8364-c5a859b6dd8d
dc.identifier.urihttps://repositorio.uandes.cl/handle/uandes/54982
dc.languageeng
dc.rightsinfo:eu-repo/semantics/openAccess
dc.sourcevol.96 (2020) p.1-19
dc.subjectEducation
dc.subjectEducation policy and planning
dc.subjectPublic service delivery
dc.subjectTeacher performance
dc.subjectTeacher training
dc.subjectSDG 4 - Quality Education
dc.titleMeasuring the quality of teaching practices in primary schools: Assessing the validity of the Teach observation tool in Punjab, Pakistaneng
dc.typeArticleeng
dc.typeArtículospa
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