The Quality of Classroom Instruction (QCI) measures the quality of explicit instruction. QCI examines the following eight aspects of instructional interactions: teacher modeling, instructional pacing, response time, transitions between activities, student engagement, learning success, checks of student understanding, and academic feedback. Observers assign QCI scores to each instructional aspect on a scale from 1 (low quality) to 3 (high quality) at the end of the observed lesson.
Access and Use
Bender, F. W. (2018). Linguistic features of instructional language during read aloud lessons. Available from Linguistics and Language Behavior Abstracts (LLBA); ProQuest Dissertations & Theses Global. Retrieved from https://www.proquest.com/dissertations-theses/linguistic-features-instructional-language-during/docview/2139763191/se-2
Jones, N. D., Bell, C. A., Brownell, M., Qi, Y., Peyton, D., Pua, D., ... & Holtzman, S. (2022). Using classroom observations in the evaluation of special education teachers. Educational Evaluation and Policy Analysis, 44(3), 429-457. https://doi.org/10.3102/01623737211068523
Pua, D. J., Peyton, D. J., Brownell, M. T., Contesse, V. A., & Jones, N. D. (2021). Preservice observation in special education: A validation study. Journal of Learning Disabilities, 54(1), 6-19. https://doi.org/10.1177/0022219420920382
Doabler, C. T., Nelson, N. J., Kosty, D. B., Fien, H., Baker, S. K., Smolkowski, K., & Clarke, B. (2014). Examining teachers’ use of evidence-based practices during core mathematics instruction. Assessment for Effective Intervention, 39(2), 99-111. https://doi.org/10.1177/1534508413511848
Doabler, C. T., Baker, S. K., Kosty, D. B., Smolkowski, K., Clarke, B., Miller, S. J., & Fien, H. (2015). Examining the association between explicit mathematics instruction and student mathematics achievement. The Elementary School Journal, 115(3), 303-333. https://doi.org/10.1086/679969 Full text from ERIC