Reformed Teaching Observation Protocol (RTOP)

Developed by Daiyo Sawada, Michael D. Piburn, Kathleen Falconer, Jeff Turley, and Irene Bloom

Purpose To measure the extent to which interactive and student-centered techniques are used in a given classroom.
Format Observation protocol
Duration N/A min
Focus Teaching
Level Graduate, Upper-level, Intermediate, Intro college, High school, Middle school, Other
RESEARCH VALIDATION
more details
Gold Star Validation
This is the highest level of research validation, corresponding to all seven of the validation categories below.

Research Validation Summary

Based on Research Into:

  • Classroom behavior

Studied Using:

  • Iterative observations
  • Inter-rater reliability
  • Training materials

Research Conducted:

  • At multiple institutions
  • By multiple research groups
  • Peer-reviewed publication

The items on the RTOP were developed based on previous research and existing instruments. These initial items were used to observe video of classrooms by five experts, and the items were revised. The RTOP was tested with math faculty, and then substantially revised based on their feedback. The revised version was used to assess 17 twenty minute videotaped mathematics or science lessons, and inter-rater reliability calculated. The developers also created an "Annotated RTOP Guide" to document the growing inter-rater consensus about how each item should be interpreted. The RTOP was pilot tested with with 16 pairs of observations and inter-rater reliability calculated for the total score and the sub-scales. The RTOP has been used to observe over 400 K–20 science and mathematics classrooms, and the results are published in many peer-reviewed publications.  

References

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