[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602169-105":59,"doc-detail-602169-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","agnosticism-in-instructional-observation-systems-volume-31-issue-7","Agnosticism in Instructional Observation Systems - Volume 31 - Issue 7","","The article examines a core measurement question in observational studies of teaching: how “agnostic” instructional observation systems are regarding effectiveness judgments. It contrasts coarse, highly evaluative protocols with fine-grained agnostic approaches designed to enable discovery-oriented and causal research questions. The analysis argues that agnostic measurement supports teacher learning by offering choice, withholding judgment, accommodating locally compensatory practices, and strengthening teacher professional agency through carefully quantified instructional process data.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/agnosticism-in-instructional-observation-systems-volume-31-issue-7/602169/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/agnosticism-in-instructional-observation-systems-volume-31-issue-7/602169.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the article on instructional observation systems?","Question",{"text":112,"@type":113},"The article focuses on how agnostic measurement is in instructional observation systems—whether instruction is treated as effective practice on a continuum or measured in ways that identify variation without assuming effectiveness.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do fine-grained agnostic systems differ from global evaluative protocols?",{"text":117,"@type":113},"Fine-grained systems quantify instructional processes more specifically and can set aside questions of impact or appropriateness, enabling causal and discovery-oriented research. Global protocols provide rough, qualitative, highly evaluative assessments on many teaching dimensions.",{"name":119,"@type":110,"acceptedAnswer":120},"How can agnostic observation systems support teacher learning?",{"text":121,"@type":113},"The article argues that agnostic systems promote teacher learning by offering choice, withholding judgment, making room for locally compensatory practices, and increasing teachers’ locus of control over practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602169,1792389779,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | |\n| --- | --- |\n| Volume 31 Number 7 January 31 , 2023 ISSN 1068-2341 |  |\n\nAgnosticism in Instructional Observation Systems  \nSean Kelly  \nUniversity of Pittsburgh  \nUnited States  \nCitation: Kelly, S. (2023). Agnosticism in instructional observation systems. Education Policy  \nAnalysis Archives, 31(7). [https://doi.org/10.14507/epaa.31.7493](https://doi.org/10.14507/epaa.31.7493)  \nAbstract: Many instructional observation systems are designed to provide rough, qualitative, highly-evaluative assessments on numerous core dimensions of teaching. Such systems achieve comprehensive overviews of teaching but are poorly suited to answering many discovery-oriented research questions. In contrast, fine-grained agnostic systems are needed to pose and answer causal questions about instruction, and to fully understand instructional variation and change. More speculatively, I argue that the agnostic quality of fine-grained systems may also be useful in promoting teacher learning. Agnostic systems offer choice, withhold judgement, make room for locally-compensatory practices, and promote a greater locus of control. Instructional observation systems that carefully and agnostically quantify instructional processes may best help teachers leverage their professional judgment and invigorate their professional practice.  \nKeywords: instructional practices; school/teacher effectiveness; observational research  \nAgnosticismo en los sistemas de observación instruccional  \nResumen: Muchos sistemas de observación de la instrucción están diseñados para proporcionar evaluaciones aproximadas, cualitativas y altamente evaluativas sobre numerosas dimensiones fundamentales de la enseñanza. Dichos sistemas logran una visión general integral de la enseñanza, pero no son adecuados para responder muchas preguntas de investigación orientadas al descubrimiento. Por el contrario, se necesitan sistemas agnósticos de grano fino para plantear y responder preguntas causales sobre la instrucción y para comprender completamente la variación y el cambio en la instrucción. Másespeculativamente, argumento que la calidad agnóstica de los sistemas de granularidad fina también puede ser útil para promover el aprendizaje de los docentes. Los sistemas agnósticos  \nofrecen opciones, retienen el juicio, dan cabida a prácticas localmente compensatorias y promueven un mayor lugar de control. Los sistemas de observación de la instrucción que cuantifican cuidadosa y agnósticamente los procesos de instrucción pueden ayudar mejor alos maestros a aprovechar su juicio profesional y fortalecer su práctica profesional. Palabras-clave: prácticas instruccionales; efectividad de la escuela/maestro; investigaciónobservacional  \nAgnosticismo em sistemas de observação instrucional  \nResumo: Muitos sistemas de observação instrucional são projetados para fornecer avaliaçõesaproximadas, qualitativas e altamente avaliativas em várias dimensões centrais do ensino. Tais sistemas alcançam visões abrangentes de ensino, mas são pouco adequados para responder amuitas questões de pesquisa orientadas para a descoberta. Em contraste, sistemas agnósticos refinados são necessários para formular e responder questões causais sobre a instrução e para entender completamente a variação e a mudança instrucional. Mais especulativamente, argumento que a qualidade agnóstica de sistemas refinados também pode ser útil na promoção da aprendizagem do professor. Os sistemas agnósticos oferecem escolhas, retêm o julgamento, abrem espaço para práticas localmente compensatórias e promovem um maior locus de controle. Os sistemas de observação instrucional que quantificam cuidadosa eagnóstica os processos instrucionais podem ajudar os professores a alavancar seu julgamentoprofissional e revigorar sua prática profissional.  \nPalavras-chave: práticas instrucionais; eficácia da escola/professor; pesquisa observacional  \nAgnos","cbCaieJtzTSR40Ne","https://ap.wps.com/l/cbCaieJtzTSR40Ne","pdf",417767,26,"English","# Abstract\n# Agnosticism in Instructional Observation Systems\n# Teacher Observation in Educational Policy and Research","[{\"question\":\"What is the main focus of the article on instructional observation systems?\",\"answer\":\"The article focuses on how agnostic measurement is in instructional observation systems—whether instruction is treated as effective practice on a continuum or measured in ways that identify variation without assuming effectiveness.\"},{\"question\":\"How do fine-grained agnostic systems differ from global evaluative protocols?\",\"answer\":\"Fine-grained systems quantify instructional processes more specifically and can set aside questions of impact or appropriateness, enabling causal and discovery-oriented research. Global protocols provide rough, qualitative, highly evaluative assessments on many teaching dimensions.\"},{\"question\":\"How can agnostic observation systems support teacher learning?\",\"answer\":\"The article argues that agnostic systems promote teacher learning by offering choice, withholding judgment, making room for locally compensatory practices, and increasing teachers’ locus of control over practice.\"}]","Agnosticism in Instructional Observation Systems - Volume 31 - Issue 7 | PDF",1792094154,66]