Student Perceptions of Teaching Quality in Five Countries: A Partial Credit Model Approach to Assess Measurement Invariance

Autor/inn/en	van der Lans, Rikkert M.; Maulana, Ridwan; Helms-Lorenz, Michelle; Fernández-García, Carmen-María; Chun, Seyeoung; de Jager, Thelma; Irnidayanti, Yulia; Inda-Caro, Mercedes; Lee, Okhwa; Coetzee, Thys; Fadhilah, Nurul; Jeon, Meae; Moorer, Peter
Titel	Student Perceptions of Teaching Quality in Five Countries: A Partial Credit Model Approach to Assess Measurement Invariance
Quelle	In: SAGE Open, 11 (2021) 3, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van der Lans, Rikkert M.) ORCID (Irnidayanti, Yulia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/21582440211040121
Schlagwörter	Foreign Countries; Student Attitudes; Student Evaluation of Teacher Performance; Teacher Effectiveness; Questionnaires; Error of Measurement; Test Items; Test Bias; Scores; Comparative Education; Item Response Theory; Educational Assessment; Test Reliability; Test Validity; Goodness of Fit; Indonesia; Netherlands; South Africa; South Korea; Spain + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fragebogen; Messfehler; Test content; Testaufgabe; Testkritik; Vergleichende Erziehungswissenschaft; Item-Response-Theorie; Education; assessment; Bewertungssystem; Testreliabilität; Testvalidität; Indonesien; Niederlande; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Korea; Republik; Spanien
Abstract	This study examines measurement invariance of student perceptions of teaching quality collected in five countries: Indonesia (n students = 6,331), the Netherlands (n students = 6,738), South Africa (n students = 3,422), South Korea (n students = 6,997) and Spain (n students = 4,676). The administered questionnaire was the My Teacher Questionnaire (MTQ). Student perceived teachers' teaching quality was estimated using the partial credit model (PCM). Tests for differential item functioning (DIF) were used to assess measurement invariance. Furthermore, if DIF was found, it was explored whether an application of a quasi-international calibration, which estimates country-unique parameters for DIF items, can provide more valid estimates for between-country comparisons. Results indicate the absence of non-uniform DIF, but presence of uniform DIF among most items. This suggests that direct comparisons of raw mean or sum scores between countries is not advisable. Details of the set of invariant items are provided. Furthermore, results suggest that the quasi-international calibration is promising, but also that this approach needs further exploration in the context of student perceptions of teaching quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01