A study on assessments of teaching quality in GPE partner countries: final report
This study prepared for the Global Partnership for Education (GPE) examines whether countries are working to gather relevant data to inform their policy and work to improve teaching quality. It can inform teacher practice and policy development, contributing to improvement in teaching-learning interactions that help students’ learning.
While this study’s methodology does not provide an exhaustive picture of how and whether countries assess the quality of teaching overall, data gathered shows that 52 of 76 GPE partner countries analyzed conducted classroom observations to assess teaching quality between 2017 and 2021. Overall, classroom observation use is perceived as scarcely documented, with only 25 countries reporting on which tools were used.
Future research should expand the indicator sample to partner countries that have since joined GPE and consult additional secondary sources. Country-level stakeholders should be consulted systematically to verify the extent to which classroom observation use in practice reflects what is described in theory in secondary sources.