August 25, 2025Open Access

Observing Instructional Practice: Can we Consistently Measure Teaching Quality Constructs?

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Discussion

Analysis explores measurement invariance in teaching quality using rubrics, suggesting implications for observation systems.

Teaching quality may be inconsistently measured across different lessons, which highlights variability in observation systems.
The study finds that traditional rubrics may not align well with the intended constructs of teaching quality across diverse lessons.
Employing a qualitative analysis approach sheds light on how well teaching quality rubrics capture intended constructs.
Ensuring measurement invariance across lessons is essential for reliable assessments of teaching quality.

White et al. (2025) studied this question.

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