Validity and Reliability of Student Perceptions of Teaching Quality in Primary Education

Autor/inn/en	van der Scheer, Emmelien A.; Bijlsma, Hannah J. E.; Glas, Cees A. W.
Titel	Validity and Reliability of Student Perceptions of Teaching Quality in Primary Education
Quelle	In: School Effectiveness and School Improvement, 30 (2019) 1, S.30-50 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van der Scheer, Emmelien A.) ORCID (Bijlsma, Hannah J. E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2018.1539015
Schlagwörter	Student Attitudes; Validity; Interrater Reliability; Correlation; Teacher Effectiveness; Elementary School Students; Grade 4; Scores; Student Evaluation of Teacher Performance; Item Response Theory; Goal Orientation; Classroom Techniques; Classroom Environment; Comparative Analysis; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Schülerverhalten; Gültigkeit; Interrater-Reliabilität; Korrelation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School year 04; 4. Schuljahr; Schuljahr 04; Item-Response-Theorie; Zielorientierung; Zielvorstellung; Klassenführung; Klassenklima; Unterrichtsklima; Ausland; Niederlande
Abstract	A Bayesian IRT-model approach was used to investigate the validity and reliability of student perceptions of teaching quality. Furthermore, the student perceptions were compared with ratings of teaching quality by external observers. Grade 4 students (n = 675) filled out a questionnaire that was used to measure their opinions about the lessons of their teachers. Three lessons of 39 teachers were recorded and rated by 4 raters. The analyses showed that student perception and lesson observation scales fit best in an 11-dimensional model, which was an indication of construct validity and discriminant validity. Student perception scales were reliable, although not all items contributed to the scales to the same extent. Student ratings and lesson observations scores generally correlated moderately (ranging from r = 0.18 to r = 0.50). Higher correlations were found for scales with a similar content; however, no clear pattern was apparent. Suggestions for future research are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01