A Comparative Study of RTOP and Chinese Classical Classroom Teaching Evaluation Tools

Dazhen Tong 1,* , Hongjun Xing 2

1 East China Normal University, College of Teacher Education, Shanghai, Shanghai 200062, China
2 Capital Normal University, College of Teacher Education, Beijing, Beijing 100048, China
*Authors to whom correspondence should be addressed.

Received: 2020-8-31 / Accepted: 2021-4-6 / Published: 2021-6-16

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DOI: https://doi.org/10.37906/real.2021.2

Abstract The new round of basic education curriculum reform in China recently will inevitably bring about the reform of classroom teaching. To find a method of testing the reformed classroom teaching effect so that it follows the new curriculum reform is a problem that needs to be solved urgently. On the basis of examining the evaluation concept and application of the "Reformed Classroom Teaching Observation Protocol (RTOP)" originated in the United States, we test the appropriateness of RTOP in China's classroom teaching evaluation environment from both qualitative and quantitative perspectives, with good results. By comparing the advantages and disadvantages of RTOP and China's "Toshiba Cup Scoring Table", it is found that RTOP can provide guidance for the transformation of classroom teaching evaluation concepts and the development of evaluation tools in the context of China's new curriculum reform.

Research Areas:  Assessment, Instructional strategies, Teacher preparation

Keywords:  curriculum reform, classroom teaching evaluation, RTOP, Toshiba Cup score table