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	Classroom Observation Protocol	一般化可能性理論（G理論）
分野	Education	心理測定学
系統	Process / pipeline	Latent structure
提唱年	2009	1963–1972
提唱者	Teaching-measurement tradition (Pianta & Hamre CLASS; Danielson Framework; MET project)	Lee J. Cronbach, Goldine Gleser, Harinder Nanda, Nageswari Rajaratnam
種類	Structured, standardized measurement of classroom teaching via trained observers	Variance-components reliability model
原典	Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109–119.	Cronbach, L. J., Gleser, G. C., Nanda, H. & Rajaratnam, N. (1972). The Dependability of Behavioral Measurements: Theory of Generalizability for Scores and Profiles. Wiley.
別名	Standardized Classroom Observation, Observation Instruments for Teaching, Classroom Observation System, Structured Teaching Observation	G-theory, G-study / D-study framework, variance components reliability
関連	4	4
概要	A classroom observation protocol is a standardized instrument for measuring teaching by having trained observers rate lessons against defined dimensions of practice. Unlike informal walkthroughs, validated protocols such as the Classroom Assessment Scoring System (CLASS) and the Danielson Framework specify what to look for, how to score it, and how to train and calibrate raters. As Pianta and Hamre argued, standardized observation turns teaching into something that can be measured systematically, studied for sources of error, validated against student learning, and used to improve instruction.	Generalizability Theory is a psychometric framework that decomposes observed score variance into multiple sources — persons, items, raters, occasions, and their interactions — using analysis of variance. It replaces the single reliability coefficient of classical test theory with a family of coefficients that tell researchers how well scores generalize across different measurement conditions.