The Reformed Teaching Observation Protocol (RTOP) is an observational instrument that can be used to assess the degree to which mathematics or science instruction in grades K-12 is “reformed”. Trained observers rate teachers' instruction across three domains: Lesson Design and Implementation; Content; Classroom Culture. Possible scores range from 0 to 100 points, with higher scores reflecting a greater degree of use of reform-based instructional practices.
Content
Administration Information
Access and Use
Eugene Judson, Eugene.Judson@asu.edu
Kilday, C. R., & Kinzie, M. B. (2009). An analysis of instruments that measure the quality of mathematics teaching in early childhood. Early Childhood Education Journal, 36(4), 365-372. https://www.doi.org/10.1007/s10643-008-0286-8
Mantzicopoulos, P., Patrick, H., Strati, A., & Watson, J. S. (2018). Predicting kindergarteners' achievement and motivation from observational measures of teaching effectiveness. The Journal of Experimental Education, 86(2), 214-232. https://doi.org/10.1080/00220973.2016.1277338
Psychometrics
Piburn, M., & Sawada, D. (2000). Reformed Teaching Observation Protocol (RTOP) reference manual: Technical report. https://eric.ed.gov/?id=ED447205
Ronfeldt, M., & Truwit, M. (2023). Considerations for use of teaching quality measures. EdInstruments Brief, Annenberg Institute for School Reform, Brown University. www.edinstruments.com/teaching.