Recording and evaluating instrument and method for teacher evaluation

In a recording and evaluating instrument and method for teacher evaluation, observation and the recording of classroom activities is prompted by a display device controlled by an interval timer, the timing interval of which is preselected by the observer. The observer depresses a key of a keyboard corresponding to the observed activity. A computer receives the observer's keyboard entry, and supplies the information to a control circuit which controls the operation of a stylus mechanism and a paper advance mechanism for providing a complete and permanent record of consecutive observed activities. The computer also counts the number of observed and recorded activities, and determines the percentage of activities corresponding to each of a plurality of predetermined activity categories. At the end of the period of evaluation, the number of observed and recorded activities and the percentages in each category are displayed by a numeric display device.

BACKGROUND OF THE INVENTION 
This invention relates to recording and evaluating instruments and methods, 
and more particularly to recording and evaluating instruments and methods 
for facilitating interaction analysis in a student-teacher environment, 
especially for the purpose of teacher evaluation. 
It is believed that a teacher's skill is measurable as a function of the 
teacher's contribution to a suitable learning environment and the quality 
of the material presented to the students. The latter parameter is within 
the province only of specialists in the several subject matter fields. 
According to one known approach, interaction analysis, the former 
parameter is determinable through the application of suitable instruments 
and related methods. 
It is believed that a teacher's contribution to a suitable learning 
environment is understood from a measurement of behaviorial changes in the 
classroom as reflected in teacher-student interpersonal communication. The 
specific behavorial patterns that are relevant to interaction analysis are 
those interpersonal communications which have been determined to be 
meaningful to the learning experience: teacher demonstrations of 
interpersonal understanding, genuiness, and positive regard for student 
self-image. Aspy, D. N., Toward a Technology for Humanizing Education, 
Champaign, Ill., 1972, p. 118. The utility of these behavorial patterns is 
based on the student's need for understanding-level training, which 
involves the teaching of concepts and is to be contrasted with memory 
level training (rote memory exercises). Among the various means for 
evaluating classroom interaction (see Dorich, G. D. and Madden, S. K., 
Evaluating Classroom Instruction: A Sourcebook of Instruments, Reading, 
Ma., 1977) Flanders' matrix analysis is perhaps the best known. According 
to Flanders, teacher influence may be restrictive and direct or expansive 
and indirect. Restrictive, direct influence such as lecturing and 
expression of teacher opinion results in dependent behavior by the 
student. Expansive, indirect influence, such as teacher questioning that 
incites student response and teacher clarification of student ideas, 
promotes understanding and academic self-reliance. Flanders, N. A., Some 
Relationships Among Teacher Influence, Pupil Attitudes and Achievement, in 
Interaction Analysis: Theory, Research, and Application, ed. by Amidon & 
Hough, Reading, Ma., 1967, pp. 221-222. 
Although Flanders' matrix analysis is among the evaluating means most 
readily adaptable to administrative teacher evaluation, it involves a 
highly complex procedure requiring observers to be extensively trained in 
identifying certain coded categories. Once being able to identify the code 
categories and having established a suitably rhythm for observing and 
recording, observers must practice first with audio-video tapes and then 
in actual classroom environments. Observers also must meet with one 
another to discuss standard observation procedures. 
An illustrative partly-completed matrix is shown in FIG. 1. For convenience 
in discussion, an event is considered to be the transition from a 
previously-observed activity (behavior) to a presently observed activity 
over a definite, predetermined interval. The matrix comprises a plurality 
of boxes, each identified by its respective row and column. For example, 
the box in the upper right corner of the matrix is identified by the 
designation (1, 10), where the numeral 1 represents the first row, and the 
numeral 10 represents the tenth column. 
The procedure governing Flanders' matrix analysis is as follows. Events are 
recorded by hand on a matrix by transcribing tallies in respective boxes 
of the matrix. An observation of classroom activity is made at the end of 
an interval of time, measured in accordance with the observer's rhythm. 
The observed activity is mentally categorized and the respective column of 
the matrix is identified in accordance with the category selected. The 
category of the previously-observed activity is recalled, and the 
respective row of the matrix is identified accordingly. A tally is entered 
in the box defined by the identified row and column. In short, 
previously-identified activities are represented by category codes 
identified with the ordinate axis, and presently-identified activities are 
represented by category codes identified with the abscissa axis. Each 
event is accordingly recorded. 
The first row and box (8, 8) of the matrix of FIG. 1, for example, would 
have been generated from the following activities having occured at some 
time during a period of evaluation: 
______________________________________ 
Activity Followed by Recorded in 
Type Activity type Box Location 
______________________________________ 
1 1 on two occasions 
(1, 1) two tallies 
1 2 (1, 2) one tally 
1 3 on two occasions 
(1, 3) two tallies 
1 4 never (1, 4) empty 
1 5 (1, 5) one tally 
1 6 on four occasions 
(1, 6) four tallies 
1 7 (1, 7) one tally 
1 8 on two occasions 
(1, 8) two tallies 
1 9 (1, 9) one tally 
1 10 on four occasions 
(1, 10) four tallies 
8 8 on ten occasions 
(8, 8) ten tallies 
______________________________________ 
For example, if 8 represents a teacher lecture, every sequence of lecture 
followed by lecture in one observation interval would be marked by a tally 
in box (8, 8). Ultimately, the evaluator compares total student behaviors 
with total teacher behaviors to determine the percentage of student 
behaviors relative to teacher behaviors in the classroom. The analyst also 
determines how much of the teacher's time involved direct influence 
(lecture, directions, opinions) and how much involved indirect influence 
(questions, answers, responses to answers, discussion). 
Although the Flanders system is a thorough research took, it is impractical 
as a teacher evaluation tool because of its complexity and multiplicity. 
It is desirable that an instrument for recording and evaluating a 
teacher's contribution to a suitable learning environment be reliable and 
easy to use with a minimum of observer training. It is desirable that such 
a recording and evaluating instrument objectively identify and measure the 
percentages of direct and indirect teacher influence. It is also desirable 
that such a recording and evaluating instrument provide an accurate and 
durable record of the activities occurring during a period of evaluation 
so that an education administrator or evaluator will have concrete 
evidence to support an evaluation and a convenient tool with which to 
counsel the teacher to improve the learning environment in that teacher's 
classroom. 
It is known in non-analogus disciplines to provide accurate and durable 
records of event sequences in continuous fashion by use of so-called 
"strip-chart" recorders. For example, U.S. Pat. No. 1,284,521, issued to 
Williams on Nov. 12, 1918, discloses a device for use in determining and 
recording the time consumed in performing various motions or acts. A 
stylus is moved intermittently one step at a time transversely across a 
record strip by depressing and releasing a finger key. Each transverse 
sweep of the stylus indicates only that a different task is taking place 
for the length of time indicated by the respective following longitudinal 
portion of the record line. The task is not uniquely identified. U.S. Pat. 
No. 1,138,226, issued to Kenney on May 4, 1915, discloses a marine 
speedometer which produces a graphic record of the period of time over 
which a particular forward or backward speed is maintained and identifies 
the speed. In U.S. Pat. No. 2,181,728, issued to Greentree on Nov. 28, 
1939, a traffic analyzer is disclosed which counts moving vehicles and 
records their speeds. The passage of each axle of a vehicle produces a 
single respective line in a section of the record tape, the speed of each 
vehicle being distinguished by the length of the respective lines. Another 
section of the record tape contains an indication of the time during which 
the observed events occur. 
SUMMARY OF THE PRESENT INVENTION 
The preferred embodiment of the present invention not only overcomes the 
disadvantages mentioned above for the known means of interaction analysis, 
but also is advantageous as a teacher evaluation instrument for use by 
education administrators because it is reliable and simple to operate, 
produces immediate observation results, establishes the observation 
rhythm, and displays the dynamics of the classroom activities. It also 
provides a permanent record of the classroom activity observed and 
recorded during the period of evaluation. 
The present invention is essentially a graphic descendant of Flanders' 
interaction analysis, Wallen's modification of Flanders, and Agazarian's 
sequential analysis of verbal interaction. In the preferred embodiment, 
observation and the recording of classroom activities is prompted by a 
display device controlled by an interval timer, the timing interval of 
which is preselected by the observer. The observer depresses a key of a 
keyboard corresponding to the observed activity, and the observer's entry 
is translated into an activity code. A stylus mechanism and a paper 
advance mechanism cooperate for recording the activity codes in a sequence 
of respective intervals of predetermined uniform duration, each interval 
corresponding to an entry through the keyboard. The resulting graph, which 
provides a complete record of the consecutive observed activities, can be 
interpreted for purposes of evaluation by associating the activity codes 
with corresponding category definitions. The stylus mechanism and the 
paper advance mechanism are supplemented with means for calculating the 
number of observed and recorded activities, and by means for calculating 
the percentage of activities corresponding to each of a plurality of 
predetermined activity categories. Means are provided for displaying the 
calculated number and the calculated percentages. Although this 
information can be manually extracted from the graph, its instantaneous 
availability enhances the attractiveness of the preferred embodiment as a 
practical teacher evaluation means. 
Other objects, features, and characteristics of the present invention, as 
well as the method of operation and the functions of the present 
invention, will be apparent from the following detailed description of the 
preferred embodiment and the claims, with reference to the accompanying 
drawings.

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENT 
In a preferred embodiment of the recording and evaluating instrument 
according to the present invention, shown in FIGS. 2 and 4, an 
operator/observer (hereinafter "observer") presets a prompting interval. A 
timer module 10 is provided for this purpose. The timer module 10 
comprises an interval selector 12, interval timer 14, and an interval 
indicator 16. The observer presets the interval selector 12 to establish 
the length of the interval generated by the interval timer 14. The 
interval selector 12 preferably comprises an interval dial 12a having a 
detent mechanism, for selecting any integer interval between 3 seconds and 
10 seconds duration, inclusive. At the end of each interval period, the 
interval timer 14 activates the interval display 16, which preferably is a 
display lamp 16a, to prompt the observer to observe and record certain 
activity as hereinafter described. Suitable selectors, timers and displays 
are well known in the art and need not be described in further detail. 
A computer module 20 (of conventional design, e.g., see chapter 7 of 
"Microprocessors and Microcomputer Systems" by Rao, Litton Educational 
Publishing, Inc., 1978) is provided for suitably receiving and processing 
information. The computer module 20 comprises a keyboard 22, a processor 
24, a memory 26, an input interface 27, and an output interface 28 (FIG. 
2). Instructions and data are entered by means of the keyboard 22 to the 
processor 24 through input interface 27. The processor 24 controls 
external circuitry through output interface 28. 
The observer initiates a period of evaluation by depressing a suitable key 
of the keyboard 22, whereby a signal issues indicating that a "start run" 
instruction has been given. The start run signal is received by the 
processor 24, which in response initializes the interval timer 14, the 
memory 26, a stylus mechanism 36, and a paper advance mechanism 38. In 
response, the interval timer 14 is reset and begins to count a preset 
interval of time. At the end of that preset interval, the interval timer 
14 activates the interval display 16 for prompting the observer to observe 
the current classroom activity and to depress a corresponding activity 
key. 
Turning briefly to FIG. 4, a 4-by-4 keyboard pad 22a is preferred for use 
in the preferred embodiment. A "start run" key 54 issues a "start run" 
signal when depressed. The activity keys are indicated generally by the 
numeral 56, the other keys of keyboard 22a being instruction keys. The 
function of the "stop run" key 70, "compute I" key 60, "compute II" key 
62, and "clear entry" key 58, along with the function of the activity keys 
56, are described hereinafter. 
Each depression of an activity key 56 causes the processor 24 to implement 
a programmed sequence of events. The processor 24 counts the number of 
observed and correctly entered activities (activity count), categorizes 
the activities and counts the number of activities corresponding to each 
of a plurality of predetermined categories (category counts), 
consecutively initiates strip chart recording of the respective activity 
codes, provides a visual indication of the respective activity codes, and 
resets the interval timer 14. 
The processor 24 cooperates with a memory 26 to obtain the activity count 
and the category counts. The keyboard 22 generates an activity code when 
any one of the activity keys is depressed, a unique activity code being 
associated with each activity key 56. Having received an activity code, 
the processor 24 retrieves an "activity" parameter indicative of the 
number of observed activities from the memory 26. The processor 24 
increments this parameter by one and stores the resulting count in the 
memory 26. The processor 24 also categorizes the activity code received. 
In the present invention, there are preferably three categories, as 
explained hereinafter. Having categorized the received activity code, the 
processor 24 retrieves the appropriate category parameter from the memory 
26, increments it by one, and stores the resulting count in memory 26. The 
activity parameter and the three category parameters are set to zero when 
the memory 26 is initialized. 
The processor 24 also transmits a reset signal to the interval timer 14 in 
response to a received activity code. Once reset, the interval timer 14 
turns OFF the interval display 16 and begins to count a preset interval of 
time. 
The processor 24 also supplies the received activity code to a control 
module 30 and thereby to a stylus mechanism 36 and a paper advance 
mechanism 38. The circuitry and operation of the control module 30 is 
described hereinafter. 
During a period of evaluation, the processor 24 responds to signals from 
certain instruction keys to cancel erroneously-entered activities and to 
temporarily suspend processing. After a period of evaluation is ended, the 
processor 24 responds to certain other instruction keys to calculate the 
percentages of activities within each predetermined category as a function 
of the category counts and activity count, and initiates display of the 
activity count and the category percentages. These events are described 
below. 
In the preferred embodiment, a capability is provided for cancelling an 
erroneously-entered activity and substituting a correct one. 
Implementation of this correction capability is largely a design 
consideration, since the correction capability can be programmed into the 
processor 24, or implemented as a hardware feature and included as part of 
the input interface 27 or, as described below, as a separate circuit in 
control module 30, by one of ordinary skill in the art. At any time during 
a predetermined delay period, three seconds in the preferred embodiment, 
the observer may cancel the last-entered activity by depressing a "clear 
entry" key 58 (see FIG. 4). The processor 24 will respond to a clear entry 
signal from the keyboard 22 to blank out a display device, described 
hereinafter, which provides an indication of the previously received 
activity code; cancel the previously received activity code; and await a 
new activity code. It is preferred that the delay period be determined 
from the moment of entry of the original, erroneously entered activity and 
not from the moment of entry of any subsequent replacement activity, so 
that the total delay will not exceed three seconds. Similarly, the 
correction capability should not affect the operation of the interval 
timer 14. The activity count and category counts should reflect entry on 
only the replacement activity, as if the cancelled activity had never been 
entered. 
It may be necessary during a period of evaluation to temporarily suspend 
processing. This occasion will arise when the class is disrupted by a 
firedrill, for example. When such an occurrance begins, the observer 
should depress the "stop run" key 70. In response to a stop run signal 
provided by the keyboard 22, the processor 24 will suspend all processing, 
recording, and timing activities without disrupting the current status 
thereof, with one exception. The processor 24 automatically signals the 
control module 30 to move the stylus of stylus mechanism 36 to a 
predetermined position, for example the "O" longitudinal line shown in 
FIGS. 7, 8 and 9. Processing is resumed where it was left off when the 
observer depresses the "start run" key 54. 
The keyboard 22, the processor 24, the memory 26, the input interface 27, 
and the output interface 28 are well known in the art and need not be 
described in detail. Suitable microprocessors, memories, and input/output 
interfaces are commercially available as discrete components and may be 
combined by one of ordinary skill in the art to provide the functions of 
computer module 20 as hereinabove described. Suitable microcomputers, 
which integrate a microprocessor combined with input/output interface 
devices, external memory, and the other elements required from a working 
computer system, also are commercially available and may be adapted by one 
of ordinary skill in the art to provide the functions of computer module 
20 as hereinabove described. The program for controlling the functions of 
processor 24 may be stored in read-only memory (ROM), if the 
microprocessor or microcomputer selected is so equipped. The selection and 
programming (see FIG. 6) of the components of the computer module 20 is 
merely a design consideration, once one of ordinary skill in the art 
comprehends the description herein. 
Alternatively, the processor 24 may comprise several hardware processors to 
provide the respective functions of computer module 20, as shown in FIG. 
3. Having been taught the desired functions, one of ordinary skill in the 
art would be able to design a number of suitable hardware configurations. 
One such configuration is as follows. The output of keyboard 22 is 
provided to a data gate 100 and an instruction decoder 102. The 
instruction decoder 102 is responsive to an activity code to controllably 
open the data gate 100 and to control the passage of information through 
the output interface 104 for providing suitable signals to external 
circuits. An adder 106 maintains a running sum of the activity count, 
while the category matrix 108 categorizes each activity code and 
increments a suitable one of the adders 110, 112 and 114. An arithmetic 
unit 116 receives the category counts from adders 110, 112 and 114, and 
the activity count from adder 106, and calculates the category percentages 
therefrom. The output of adder 106 and the outputs of the arithmetic unit 
116 are provided to the output interface 104. The instruction decoder 102 
is responsive to instructions from the keyboard 22 to suitably block the 
data gate 100 and issue suitable instructions to the output interface 104 
for selectively providing signals to external circuits, as herein 
described. 
The control module 30 comprises a synchronization circuit 34, and may 
further comprise a delay circuit 32 if it is desired to implement the 
delay function in the control module 30. If included, the delay circuit 32 
delays transmission of an activity code to the synchronization circuit 34 
for a predetermined period of time to allow the observer to correct an 
erroneously entered activity. It is preferred that this delay be for 
approximately three seconds. Once the synchronization circuit 34 receives 
an activity code, it coordinates the actuation of the stylus mechanism 36 
and the paper advance mechanism 38, preferably a strip chart type, so that 
a suitable representation is made on a suitable portion of a strip chart 
50 (FIG. 4). It is preferred that the paper advance mechanism 38 advance 
the strip chart one predetermined longitudinal interval for each observed 
activity recorded. It is preferred that the stylus mechanism 36 draw a 
substantially straight line from a present position having its ordinate 
corresponding to the activity code of an immediately previously entered 
activity, to a new position having its ordinate corresponding to the 
activity code of a presently entered activity and its abscissa 
corresponding to a one longitudinal interval increment. Thus, longitudinal 
movement along the abscissa axis is achieved by the relative movement of 
the strip chart 50 imparted by the paper advance mechanism 38. The 
synchronization circuit 34 determines the speed and direction of movement 
of the stylus mechanism 36 along the ordinate axis in accordance with the 
relative value of the activity code of the presently entered activity with 
respect to the value of the activity code of the immediately previously 
entered activity, in conjunction with the speed of the paper advance 
mechanism 38. Suitable stylus mechanisms, paper advance mechanisms, and 
synchronizing circuits are well known and commercially available, so that 
a detailed description is unnecessary. For example, any suitable strip 
chart recorder which comprises these elements may be used in the preferred 
embodiment of the present invention. 
A display module 40 comprises displays 44, 46 and 48 for displaying 
respective activity codes during a period of evaluation and other 
information, described hereinafter, to the observer at the end of the 
period of evaluation. In the preferred embodiment, LED indicators 44a, 
46a, and 48a (FIG. 4) are provided for suitably visually indicating this 
information to the observer. When an activity key is depressed during a 
period of evaluation, the corresponding activity code is numerically 
displayed by LED indicator 46a while LED indicators 44a and 48a remain 
blank. Depression of the clear-entry key 58 blanks LED indicator 46a as 
well until another activity is entered. 
Once the evaluation period has ended, the observer must terminate the run, 
add certain desirable information to the strip chart 50, and remove the 
strip chart 50 from the instrument. Although this information could be 
printed directly on the strip chart 50 by providing respective suitable 
printing devices for displays 44, 46 and 48, it is preferable to supply 
this information visually to the observer. At this point, then, the 
"compute I" key 60 is depressed. Receiving a compute I signal from the 
keyboard 22, the processor 24 retrieves the activity count from the memory 
26 and provides it to the output interface 28. The output interface 28 
provides a signal indicative of the activity count to a suitable display, 
the LED indicator 44a in the preferred embodiment. LED indicators 46a and 
48a remain blank. The visual indication provided by LED indicator 44a is 
maintained for a predetermined length of time, preferably 10 seconds, so 
that the observer has the opportunity to record the value in a suitable 
spot on the strip chart 50, thereby making a permanent record thereof. 
When the observer has recorded the activity count, the observer depresses 
the "compute II" key 62. Responding to a compute II signal from the 
keyboard 22, the processor 24 retrieves the three category counts from the 
memory 26, calculates the category percentages by dividing each category 
count by the activity count, and supplies the values thereof to the output 
interface 28. The output interface 28 provides the percentage value for 
the first category to LED indicator 44a, the percentage value for the 
second category to LED indicator 46a, and the percentage value for the 
third category to LED indicator 48a. These values are maintained in the 
respective displays 44a, 46a and 48a for a predetermined period of time, 
preferably 10 seconds, so that the observer has the opportunity to record 
them in a suitable location on the strip chart 50, thereby providing a 
permanent record thereof. 
At the end of the final 10 second delay, the output interface 28 supplies a 
signal to the paper advance mechanism 38 to automatically advance the 
strip chart paper (approximately 2 inches, for example) so that the 
recorded strip chart may be removed from the instrument. 
The strip chart 50 is removed from the instrument by using a cutting 
mechanism. Turn to FIG. 4 and especially FIG. 5, which shows the placement 
of the various modules in cabinet 80. The strip chart system comprises a 
four-inch wide paper roll stationing device 81, similar to that used on 
printing calculators, having a paper advance mechanism 38a (not shown in 
FIG. 4). The strip chart is threaded from the stationing position in a 
covered holding area 67, under the stylus mechanism 36a, across a display 
surface 64, through the paper advance mechanism 38a in covered holding 
area 68, through the cutting mechanism 82 in covered holding area 68, and 
into a collecting tray 84 in covered holding area 68. The cutting 
mechanism is preferably a spring-loaded cutting blade appended to the 
cutting key 66. The strip chart runs between the open blade and a cutting 
block. After the strip chart has been automatically advanced at the end of 
the final 10 second period, the observer need only depress the 
spring-loaded cutting key 66 to separate the recorded strip chart from the 
supply roll. When the cutting key 66 is released, the paper advance 
mechanism 38 will automatically advance the strip chart paper a suitable 
distance beyond the cutting block so that the strip chart paper will 
advance smoothly during the next run. The circuit for this is shown in 
FIG. 2, where cutting switch 5, associated with cutting key 66, provides a 
signal to the processor 24, which in turn provides a suitable signal to 
the paper advance mechanism 38 through the output interface 28 and the 
control module 30 to suitably advance the strip chart paper. 
Power to the instrument is controlled by switch 86. Switch 86 is provided 
with a suitable switch guard 87 to prevent unintentional operation, which 
would interrupt power and thereby destroy the contents of memory 26 while 
the instrument is in use during a period of evaluation. The switch 86 may 
not be used to temporarily suspend processing because of the effect an 
interruption of power has on the instrument. Rather, the stop run switch 
70 should be depressed to temporarily suspend processing. A suitable 
indicator lamp 88 is provided to indicate that power is being applied, 
even if processing is suspended as a result of depression of the stop run 
key 70. 
According to the present invention, the three activity categories, for 
which category percentages are made available at the end of each run, are 
indirect teacher influence (interaction), direct teacher influence 
(dominance), and student confusion and silence (negative classroom 
phenomenon). The instrument also makes available the total number of 
observed activities recorded, and a strip chart providing a complete 
record of consecutive class activities which is interpreted by replacing 
the activity code numbers indicated by the ordinate of each graph point 
with the corresponding activity definition. A preferred set of suitable 
activities, each of which are identified both phrasally and by activity 
code on respective ones of the activity keys 56 (FIG. 4), is as follows: 
0--an administrative matter not related to the course of instruction, such 
as school announcements; 
1--a direction given by the teacher to the class to work a problem, to 
rearrange desks, etc.; 
2--teacher lecture; 
3--teacher use of a training aid such as a map, a picture, or the 
blackboard; 
4--teacher question; 
5--student response to teacher question; 
6--teacher response to student answer in which the teacher reinforces the 
student's participation; 
7--unsolicited student question about the course of instruction; 
8--discussion between two or more students indicating active interest in 
the subject matter; 
9--silence from the teacher because of inadequate preparation or management 
of presentation; 
10--class confusion, such as student discussion of unrelated subjects. 
The category of indirect teacher influence includes the activity 
represented by activity codes 4 through 8. The category of direct teacher 
influence includes the activities represented by activity codes 0 through 
3. The category of silence and confusion includes the activities 
represented by activity codes 9 and 10. 
The operation of the instrument now is summarily described in the context 
of a specific example and with reference to FIG. 6. FIG. 6 is a flow chart 
showing exemplary programming steps for processor 24. Comprehending the 
operation of the preferred embodiment as described in detail above and 
summarized by example below, one of ordinary skill in the art is capable 
of developing the flow chart of FIG. 6 and equivalents thereof, and 
suitable programs therefrom, for controlling the functions of processor 
24. 
(1) Apply Power 
By moving switch 86 from the OFF position to the ON position, the observer 
applies power to all components of the instrument. The guard 87 thereafter 
should be placed over switch 86. 
(2) Begin a Period of Evaluation 
The observer presets the prompting interval by setting interval dial 12a 
and then depress start run key 54 to begin a period of evaluation. Having 
received a start run signal, processor 24 sets the stylus of stylus 
mechanism 36a by positioning it at the "O" longitudinal line (see FIGS. 
7-9), initializes memory 26, and resets interval timer 14. These 
operations are represented by decision step 102 and process steps 104 and 
106. Step 102 represents a "wait" function wherein processor 24 awaits a 
start run signal from keyboard 22a. 
(3A) Depress Activity Key, Correct Entry 
Having observed an activity in response to a prompt from display lamp 16a, 
the observer depresses a corresponding activity key, for example the 
activity key associated with the activity code 2 (lecture). The activity 
code "2" is displayed by LED indicator 46a. Control module 30 responds by 
first delaying action for three seconds, and then synchronizing the 
operation of stylus mechanism 36 and paper advance mechanism 38 to draw an 
appropriate line on strip chart 50, as described above. The processor 24 
cooperates with memory 26 to increment the activity count by one and, 
after categorizing the activity, incrementing the category count by one. 
The processor 24 also resets interval timer 14. 
These operations are represented by decision steps 108 and 110, and process 
steps 112, 114, 116, 118 and 106. Steps 108 and 110 represent a "wait" 
operation wherein processor 24 awaits a signal from either an activity key 
or an instruction key. If an activity signal is received, steps 112, 114, 
116, 118 and 106 are executed, after which processor 24 executes another 
wait operation. 
(3B) Depress Activity Key, Incorrect Entry 
Having observed an activity in response to a prompt from display lamp 16a, 
the observer unintentionally depresses an activity key that does not 
correspond to the observed activity, for example the activity key 
associated with the activity 2 (lecture). Assume that the observer detects 
the erroneously entered activity within 3 seconds. The operations set 
forth in paragraph 3A occur, with the exception that control module 30 is 
still functioning to delay action. 
Having detected an erroneous entry, the observer depresses the clear entry 
key 58. In response, LED indicator 46a is blanked and the entry is 
cancelled by cancelling the signal transmitted to control module 30 and 
adjusting the previously incremented activity and category counts by 
decrementing them by one. 
The observer then depresses an activity key corresponding to the observed 
activity, for example the activity key associated with the activity 10 
(confusion). The operations set forth in paragraph 3A occur, with the 
exceptions that the activity code "10" is displayed by LED indicator 46a 
and control module 30 thereafter delays action for only the balance of the 
three second period before synchronizing the operation of stylus mechanism 
36 and paper advance mechanism 38. 
In addition to the steps mentioned in paragraph 3A, these operations are 
represented by decision step 120 and process steps 122, 124, 126 and 128. 
Steps 108 and 110 represent a "wait" operation wherein processor 24 awaits 
a signal from either an activity key or an instruction key. If an 
instruction signal is received, steps 120 et seq. are executed. 
(4) Suspend Processing 
Should it become desirable or necessary to temporarily interrupt a period 
of evaluation, the observer depresses stop run key 70 to suspend all 
activities while maintaining power to all modules and preserving the 
contents of memory 26. The stylus of stylus mechanism 36a is moved to a 
predetermined position, for example the "O" longitudinal line of strip 
chart 50 shown in FIGS. 7, 8 and 9. The operator depresses the start run 
key 54 to resume a period of evaluation. In response, processor 24 resets 
the interval timer 14 and awaits either an activity signal or an 
instruction signal. These operations are represented by decision step 130, 
process steps 132 and 134, decision step 136, and process step 106. Step 
136 represents a "wait" operation wherein the processor 24 awaits a start 
run signal to continue processing. 
(5) Terminate Period of Evaluation and Obtain Data 
At the close of a period of evaluation, the observer depresses the compute 
I key 60. In response thereto, processor 24 retrieves the activity count 
from memory 26 and causes it to be displayed by LED indicator 44a for ten 
seconds. The observer records the value on strip chart 50, and thereafter 
depresses the compute II key 62. In response thereto, processor 24 
retrieves the activity count and the category counts from memory 26 and 
calculates the respective category percentages. The resulting category 
percentages are displayed in LED indicators 44a, 46a, and 48a respectively 
for ten seconds, after which the strip chart 50 is automatically 
positioned for separation. The observer detaches the recorded strip chart 
from the supply roll by pressing cutting key 66, which also causes the 
strip chart 50 again to be suitably positioned, this time so that the 
strip chart 50 will advance smoothly during the next run. 
These operations are represented by decision step 138, process step 140, 
decision steps 142 and 144, process steps 146 and 148, decision steps 150 
and 152, and process step 154. Steps 142 and 144 represent a "wait" 
operation wherein the processor 24 will respond only to a compute II 
signal, which would normally occur, or a start run signal, which would 
indicate the start of a new period of evaluation. Steps 150 and 152 
represent a "wait" operation wherein processor 24 awaits a signal 
indicative that the recorded strip chart has been separated, which would 
normally occur, or a start run signal, which would indicate the start of a 
new period of evaluation. 
(6) Power Off 
By opening guard 87 and moving switch 86 to the OFF position, the observer 
removes power from all modules. 
According to the present invention, an evaluator constructs, from a study 
of the strip chart, a sequence of classroom activities. For example and 
with reference to FIG. 7, the period A indicates that the teacher lectured 
for a substantial amount of time without asking questions. Period B 
indicates that when the teacher did ask a question (B.sub.1), the teacher 
did not give the students sufficient time to respond. Instead, the teacher 
lectured (B.sub.2), rephrased the question (B.sub.3), and then answered 
the question (B.sub.4). Period C indicates that a student asked a question 
(C.sub.1) about the material that had already been covered, and the 
teacher was forced to cover the same material a second time (C.sub.2). 
The critiquing process can be more effective if the observer makes notes on 
the strip chart as the observer records the class activities. It is 
usually desirable for the observer to record the activity count and the 
three category percentages provided by the instrument, but in addition the 
observer should record the teacher's name, the class period, the subject 
of the class period, and the observer's name, as shown in FIG. 8. 
Furthermore, it is desirable for the observer to make guiding notes on the 
strip chart, thereby providing both the evaluator and the teacher with a 
point of reference to facilitate precise and accurate recollection of 
class activities. Exemplary guiding notes are shown in FIG. 9. 
In working with the conscientious teacher, preferably immediately following 
the period of evaluation, the evaluator and the teacher are able to 
identify the good and bad teaching behavior so that the teacher may 
consider specific ways of improving teaching effectiveness. In dealing 
with a recalcitrant teacher, the evaluator or administrator possess 
concrete evidence of teaching ineffectiveness which can be compared with 
future observations to substantiate appropriate administrative action. 
While the present invention has been described in connection with what is 
presently conceived to be the most practical and preferred embodiment, it 
is to be understood that the present invention is not limited to the 
disclosed embodiment. Modifications may be made in the design and 
arrangement of the elements without departing from the spirit and the 
scope of the invention as expressed in the appended claims. For example, 
although a strip chart recorder is included in the preferred embodiment to 
generate the interaction graph, a suitable line printer capable of 
printing a suitable directed line segment may be used instead. This and 
other modification and equivalent structures and methods are included 
within the spirit and scope of the appended claims.