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Measuring Explicit Instruction Using Classroom Observations of Student-Teacher Interactions (COSTI)
Barbara Gunn1, Keith Smolkowski1, Lisa A Strycker1
1Oregon Research Institute, 1776 Millrace Drive, Eugene, OR 97403 USA.
Perspectives on Behavior Science
|October 11, 2021
Summary
The Classroom Observations of Student Teacher Interactions (COSTI) instrument effectively measures explicit teaching, aiding teacher coaching and predicting student gains in reading and math.
Area of Science:
- Educational Psychology
- Classroom Assessment
- Instructional Practices
Background:
- Explicit instruction is crucial for foundational skills in reading and math.
- Existing tools may not adequately capture the nuances of explicit teaching interactions.
- Teacher feedback is essential for improving instructional quality.
Purpose of the Study:
- To describe the development and technical adequacy of the Classroom Observations of Student Teacher Interactions (COSTI) instrument.
- To validate COSTI as a measure of explicit instructional interactions.
- To explore the utility of COSTI for teacher training and coaching.
Main Methods:
- Instrument development and refinement of the COSTI tool.
- Psychometric analyses to establish reliability and validity.
- Correlational studies linking COSTI scores to student academic gains.
Main Results:
- COSTI demonstrates reliability and validity in measuring explicit instructional interactions.
- COSTI scores are significant predictors of student gains in early reading and math.
- The instrument is adaptable for various curricula and instructional designs.
Conclusions:
- The COSTI instrument is a technically adequate tool for assessing explicit teaching.
- COSTI can be used for effective teacher coaching and professional development.
- Further research should refine COSTI and related observational tools for studying student learning.
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