Time matters - Observation systems in comparison

Quantitative observation studies of instructional quality are still fairly new in the Nordic Countries (Klette, 1998). Within the Nordic Center of Excellence QUINT (Quality In Nordic Teaching) such studies are being conducted across the Nordic countries using the PLATO observation protocol (Grossman et al., 2010). Large scale observation studies on the basis of coding systems raise the question of the operationalization of quality in teaching (Bell, Dobbelaer, Klette, & Visscher, 2019). This methodological quest towards a common framework deals mainly with quality dimensions, inter rater validity, stability and variability of variables, while the question of observation points is undlit (Praetorius, Pauli, Reusser, Rakoczy, & Klieme, 2014). PLATO and other observation manuals measure in 15-minute cycles, i.e. chronological time, which seems not to recognize the modal time of learning. Can for example the codes like ‘declared purpose’, ‘uptake’ or ‘cognitive challenge’ be seen independent of organizational forms and types of student activity? In Denmark, there have been attempts to develop a coding tool that registers dynamic teaching and learning situations through timestamps (Bundsgaard & Hansen, 2018) and a Digipro coding manual that seeks to identify trends towards innovate teaching patterns from the point of view of the learner (Digipro) (Graf 2021).
The paper presents results from a qualitative comparison of the application of PLATO codes and Digipro codes on the same teaching (6 lessons) in order to discuss questions of time- and context sensibility of coding manuals claiming the measurement of quality.

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