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satisfy Turner's Criterion Levels 2 or 3. If applied to level 2 it is one of the two parts by which teachers may be appraised; namely, observation of the behaviors in which the teacher engages in the classroom. The other part of Level 2 has just been discussed with the student questionnaire. It could be applied to Criterion Level 3 by measuring teacher competence solely on the observation and eliminating the pupil performance data. The researcher prefers to include both since Rosenshine and Furst recommended the use of both high-inference (student questionnaire) and low-inference (observation) measures as a means of determining change in teacher behavior (52:57).
Another impetus for using an observation system derived from Okey and Ciesla's report on designs for the evaluation of teacher training materials. They recommended that observation instruments should be developed to establish the degree to which the teachers incorporate the strategies in their classroom work (45:15).
Comparing observation results with pupil questionnaire results was particularly helpful for evaluating this study. Observation has many more apparent weaknesses than questionnaires(43).