Quality of teaching in four European countries: a review of the literature and application of an assessment instrument

Abstract

Background From 2002 onwards, initiatives and first steps for the project International Comparative Analysis of Learning and Teaching (ICALT) have been taken by the inspectorates of education in England, Flanders (Belgium), Lower Saxony (Germany) and The Netherlands. The inspectorates of education in these European countries reviewed the results of research on the basic characteristics of good and effective teaching and selected standards and indicators for an observation instrument that could be used to evaluate the quality of teaching. The inspectorates from these countries jointly developed an instrument to observe and analyse the quality of learning and teaching in primary schools. Purpose The observation instrument was piloted for reliability and inter-rater reliability, and for validity, in the four countries. Sample Mathematics lessons in England, Flanders (Belgium), Lower Saxony (Germany) and The Netherlands were observed in 854 classrooms, with children who were about 9 years old when they started the school year. Design and methods Inspectors in the four countries were trained in the proper use of the observation instrument, and used the instrument during their own inspections or evaluations. Results This study shows that the quality of teaching in the four countries can be compared in a reliable and valid way as regards five aspects: ‘efficient classroom management’, ‘safe and stimulating learning climate’, ‘clear instruction’, ‘adaptation of teaching’ and ‘teaching–learning strategies’. Conclusions It is found that only a few percentage points of difference between teachers are due to differences existing in the four countries. Furthermore, it may be concluded that the five aspects of quality of teaching are positively and significantly correlated with pupil involvement, attitude, behaviour and attainment.