Student and Teacher Ratings of Instructional Quality: Consistency of Ratings over Time, Agreement, and Predictive Power

Autor/inn/en	Wagner, Wolfgang; Göllner, Richard; Werth, Sarah; Voss, Thamar; Schmitz, Bernhard; Trautwein, Ulrich
Titel	Student and Teacher Ratings of Instructional Quality: Consistency of Ratings over Time, Agreement, and Predictive Power
Quelle	In: Journal of Educational Psychology, 108 (2016) 5, S.705-721 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000075
Schlagwörter	Elementary School Teachers; Grade 5; Teacher Evaluation; Student Evaluation of Teacher Performance; Educational Quality; Vocational Education; Track System (Education); Mathematics Education; Mathematics Tests; Standardized Tests; Mathematics Achievement; Self Concept; Regression (Statistics); Factor Analysis; Instructional Effectiveness; Student Attitudes; Teacher Attitudes; Foreign Countries; Mathematics Teachers; Classroom Techniques; Student Educational Objectives; Teacher Student Relationship; Personal Autonomy; Achievement Tests; Time; Prediction; Germany + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 05; 5. Schuljahr; Schuljahr 05; Teacher appraisal; Lehrerbeurteilung; Quality of education; Bildungsqualität; Ausbildung; Berufsbildung; Leistungsgruppe; Leistungsdifferenzierung; Mathematische Bildung; Standadised tests; Standardisierter Test; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Selbstkonzept; Regression; Regressionsanalyse; Faktorenanalyse; Unterrichtserfolg; Schülerverhalten; Lehrerverhalten; Ausland; Mathematics; Mathematik; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Individuelle Autonomie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Zeit; Vorhersage; Deutschland
Abstract	Prior research has shown that the agreement between teacher and student ratings of instructional quality is, at best, moderate, and the associations between measures of instructional quality and outcomes such as standardized achievement are typically small and somewhat mixed across both perspectives. One explanation for these low-to-moderate associations is the assumption that teacher and student ratings are not perfectly stable over time. By using a manifest-latent state-trait model, the present study investigated the following topics in a sample of 5th-grade students (74 classes) from vocational track schools: (a) the time consistency of teacher and student instructional quality ratings in math lessons over multiple measurement time points; (b) the agreement among teachers and students for time consistent rating components and single time point ratings; and (c) the predictive power of consistent rating components and single time point ratings with regard to a standardized math achievement test, and math self-concept. Results of multilevel factor analyses with 3 measurement time points over a period of 3 months showed a moderate-to-high time consistency for both teacher and student ratings. Furthermore, the agreement among teacher and student ratings regarding classroom management and goal clarity was higher for the consistent rating components than for ratings at single measurement time points, whereas this pattern was not found for support of autonomy. Finally, student consistent rating components predicted students' pretest adjusted math achievement and self-concept. The effect sizes for ratings at single measurement time points varied within quality dimensions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01