Assessing Quality of Teaching from Different Perspectives: Measurement Invariance across Teachers and Classes

Autor/inn/en	Krammer, Georg; Pflanzl, Barbara; Lenske, Gerlinde; Mayr, Johannes
Titel	Assessing Quality of Teaching from Different Perspectives: Measurement Invariance across Teachers and Classes
Quelle	In: Educational Assessment, 26 (2021) 2, S.88-103 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krammer, Georg) ORCID (Pflanzl, Barbara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2020.1858785
Schlagwörter	Self Evaluation (Individuals); Teacher Effectiveness; Student Evaluation of Teacher Performance; Measurement; Validity; Comparative Analysis; Bias; Foreign Countries; Elementary School Teachers; Secondary School Teachers; Elementary School Students; Secondary School Students; Classes (Groups of Students); Differences; Austria; Germany; Switzerland + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Messverfahren; Gültigkeit; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Klassengemeinschaft; Unterscheiden; Österreich; Deutschland; Schweiz
Abstract	Comparing teachers' self-assessment to classes' assessment of quality of teaching can offer insights for educational research and be a valuable resource for teachers' continuous professional development. However, the quality of teaching needs to be measured in the same way across perspectives for this comparison to be meaningful. We used data from 622 teachers self-assessing aspects of quality of teaching and of their classes (12229 students) assessing the same aspects. Perspectives were compared with measurement invariance analyses. Teachers and classes agreed on the average level of "instructional clarity," and disagreed over "teacher-student relationship" and "performance monitoring," suggesting that mean differences across perspectives may not be as consistent as the literature claims. Results showed a nonuniform measurement bias for only one item of "instructional clarity," while measurement of the other aspects was directly comparable. We conclude the viability of comparing teachers' and classes' perspectives of aspects of quality of teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01