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THE DEPENDABILITY OF INDIRECT RATINGS OF CLASSROOM BEHAVIOUR
Author(s) -
BAIN ALAN,
HOUGHTON STEPHEN
Publication year - 1991
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1991.tb00977.x
Subject(s) - psychology , dependability , recall , certificate , set (abstract data type) , social psychology , developmental psychology , cognitive psychology , mathematics , algorithm , computer science , engineering , reliability engineering , programming language
S ummary . A number of studies have shown indirect ratings of classroom behaviour to have poor criterion related validity when compared to direct observation. One possible explanation for this pertains to the dependability of recollections which serve as the basis for these ratings. This study investigated the extent to which observers could accurately recall previously observed behaviour for the purpose of making ratings of classroom behaviour. A sample of 81 university students attending a one year full‐time post‐graduate certificate in education programme were randomly assigned to one of three experimental conditions. They were then shown a video sequence of a teacher interacting with secondary school students in the classroom. Each of the three experimental groups was subsequently presented with a different form of associative cue specifically to assist them in answering a set question concerning how a target student most commonly responded to the teacher's questions. Overall 26 (32 per cent) of the subjects responded correctly. An analysis of variance revealed statistically significant differences between the mean scores of the experimental groups.