Table 3.
Average Jaccard similarity scores for COPUS codes across all pairs observing in all courses for both UBC faculty observers and Maine K–12 teacher observers; numbers closer to 1 indicate the greatest similarity between two observers
| Student code | UBC | UMaine | Instructor code | UBC | UMaine |
|---|---|---|---|---|---|
| L: Listening | 0.95 | 0.96 | Lec: Lecturing | 0.91 | 0.92 |
| Ind: Individual thinking/problem solving | 0.97 | 0.91 | RtW: Real-time writing | 0.93 | 0.93 |
| CG: Discuss clicker question | 0.98 | 0.97 | FUp: Follow-up on clicker questions or activity | 0.92 | 0.85 |
| WG: Working in groups on worksheet activity | 0.98 | 0.99 | PQ: Posing nonclicker questions | 0.86 | 0.80 |
| OG: Other group activity | Not used | 0.97 | CQ: Asking a clicker question | 0.93 | 0.97 |
| AnQ: Students answer question posed by instructor | 0.91 | 0.84 | AnQ: Answering student questions | 0.94 | 0.89 |
| SQ: Student asks question | 0.96 | 0.93 | MG: Moving through the class | 0.96 | 0.97 |
| WC: Engaged in whole-class discussion | 0.96 | 0.98 | 1o1: One-on-one discussions with students | 0.94 | 0.96 |
| Prd: Making a prediction about the outcome of demo or experiment | Not used | 1.00 | D/V: Conducting a demo, experiment, etc. | 0.97 | 0.98 |
| SP: Presentation by studentsa | Not used | Not used | Adm: Administration | 0.94 | 0.97 |
| TQ: Test or quiza | Not used | Not used | W: Waiting | 0.95 | 0.98 |
| W: Waiting | 0.99 | 0.98 | O: Other | 0.97 | 1.00 |
| O: Other | 0.94 | 0.99 |
a“SP: Presentation by students” and “TQ: Test/quiz” were not selected in any of the observations at UBC or UMaine. This result likely occurred because when we asked UBC and UMaine faculty members if we could observe their classes, we also asked them if there was anything unusual going on in their classes that day. We avoided classes with student presentations and tests/quizzes, because these situations would limit the diversity of codes that could be selected by the observers.