The inclusion of a measure of classroom participation in EFL assessment rubrics has become increasingly popular.
In a recent (2014) straw poll conducted by the authors of this paper on members of the Facebook group 'University English Teachers in Korea' (n = 40),1 92 % of teachers surveyed included some measure of classroom participation as part of their overall assessment criteria, typically worth an average 15%% of the total grade for the course, separate to grades for attendance, midterms and finals.
The measure of classroom behavior was a composite of questions on a questionnaire, the Social Rating Scale, which was derived from the Social Skills Rating System [ 12] and completed by teachers during each wave of the study.
Others worried that measuring aptitude was different from measuring levels of classroom performance, which might not be normally distributed (Schneider and Hutt, 2013).
Our study is unique in its use of a multidimensional evaluation of TA PD that incorporates both TAs' perceptions about training and independent measures of their classroom practices.
Now, in studies that threaten to shake the foundation of high-stakes test-based accountability, Mr. Stroup and two other researchers said they believe they have found the reason: a glitch embedded in the DNA of the state exams that, as a result of a statistical method used to assemble them, suggests they are virtually useless at measuring the effects of classroom instruction.
This study, the largest and most extensive ever undertaken in Canada, used the Caregiver Interaction Scale (CIS) to rate the adult child interactions in the classrooms and the Infant Toddler Environment Rating Scale (ITERS) and the Early Childhood Environment Rating Scale-Revised (ECERS-R) to measure the quality of classroom learning environments.
The scales are designed for different age groups of children and broadly measure seven different domains of classroom quality: the physical environment, health and safety, the language and literacy environment, daily activities, interactions, classroom daily structure, and support for parents and staff.
This research highlights the challenges for examining the teacher-level correlates of student test scores using data from cross-sectional, international studies that do not include measures of students' prior achievement, classroom observations, or estimates of students' out-of-school instruction.
