scholarly journals Student Perceptions of Teaching Quality: Dimensionality and Halo Effects

2021 ◽  
pp. 31-45
Author(s):  
Sebastian Röhl ◽  
Wolfram Rollett
Keyword(s):  
Student Perceptions ◽  
Student Perception ◽  
Teaching Quality ◽  
Individual Level ◽  
Halo Effects ◽  
General Impression ◽  
Survey Instruments ◽  
Quality Dimensions ◽  
Perceptions Of Teaching ◽  
The Individual

AbstractThis chapter deals with the factorial structure of survey instruments for student perception of teaching quality. Often, high intercorrelations occur between different theoretically postulated teaching quality dimensions; other analyses point to a single unified factor in student perceptions of teaching quality, seemingly reflecting a “general impression” instead of a differentiated judgment. At the same time, findings from research on social judgment processes and from classroom research indicate that the teachers’ communion (warmth or cooperation) as well as students’ general subject interest can be important biasing factors in the sense of halo effects in student ratings of teaching quality. After presenting an overview of studies on the dimensionality of various survey instruments, we discuss whether aggregated data is impacted by an overall “general impression”. We confirmed this hypothesis using a sample of N = 1056 students from 50 secondary school classes. Moreover, this general impression could be explained at student and class level to a large extent by students’ perception of the teacher’s communion. Student general subject interest showed a medium effect but only at the individual level. These findings indicate that student perceptions of teaching quality dimensions are indeed influenced by a general impression which can be explained largely by teacher's communion.

scholarly journals A Conceptual Framework for Understanding Variability in Student Perceptions

2021 ◽  
Vol 12 ◽  
Author(s):  
Bilge Gencoglu ◽  
Michelle Helms-Lorenz ◽  
Ridwan Maulana ◽  
Ellen P. W. A. Jansen
Keyword(s):  
Conceptual Framework ◽  
Student Perceptions ◽  
Teaching Quality ◽  
Value Orientations ◽  
Education Quality ◽  
Sense Making ◽  
Higher Education Research ◽  
Perceptions Of Teaching ◽  
The Individual ◽  
Student Perceptions Of Teachers

Student perceptions using surveys are frequently used to measure student perceptions of teachers’ teaching quality in secondary and higher education. Research shows that the variance in student perceptions exists within a class and between countries. However, the influence of individual- and cultural-level factors on the variance of student perceptions is less well studied. More insights are needed to understand the mechanisms underlying the variance in student perceptions in-depth. Insights into determinants of student perceptions of teaching quality could become valuable toward understanding school-related outcomes. A conceptual framework is put forward in this study to enhance our understanding of manifestations of student perceptions of teaching quality. It is suggested that value orientations at the individual- and cultural-level as well as social desirability may play a role in understanding student perceptions of teaching quality. Understanding students’ individual and collective perceptions of teaching quality can contribute to teachers’ sense-making of their student evaluations. It is argued that this understanding could contribute to enhancing the development of teaching quality and ultimately education quality.

scholarly journals Student Feedback on Teaching in Schools: Current State of Research and Future Perspectives

2021 ◽  
pp. 259-271
Author(s):  
Wolfram Rollett ◽  
Hannah Bijlsma ◽  
Sebastian Röhl
Keyword(s):  
Student Perceptions ◽  
Teaching Quality ◽  
Student Feedback ◽  
Comprehensive Overview ◽  
Feedback Information ◽  
Current State ◽  
Feedback Culture ◽  
State Of Research ◽  
The Individual ◽  
High Level

AbstractThe aim of this volume was to give a comprehensive overview of the current state of the research on student perceptions of and student feedback on teaching. This chapter provides a resume of the important theoretical considerations and empirical evidence the authors contributed to this volume. First, evidence concerning the validity of student perceptions of teaching quality is discussed, highlighting the quality of the questionnaires used and accompanying materials provided by their authors. In the next step, empirical findings are summarized on student and teacher characteristics that can influence important processes within the feedback cycle. Subsequently, it is emphasized that the effectiveness of student feedback on teaching is significantly related to the nature of the individual school’s feedback culture. Furthermore, it is argued that the efficacy of student feedback depends on whether teachers are provided with a high level of support, when making use of the feedback information to improve their teaching practices. As the literature review impressively documents‚ teachers, teaching, and ultimately students can benefit substantially from student feedback on teaching in schools.

scholarly journals A Reflection on Student Perceptions of Teaching Quality from Three Psychometric Perspectives: CCT, IRT and GT

2021 ◽  
pp. 15-29
Author(s):  
Hannah Bijlsma ◽  
Rikkert van der Lans ◽  
Tim Mainhard ◽  
Perry den Brok
Keyword(s):  
Item Response Theory ◽  
Student Perceptions ◽  
Generalizability Theory ◽  
Classical Test Theory ◽  
Teaching Quality ◽  
Test Theory ◽  
Psychometric Theory ◽  
Research On Teaching ◽  
Perceptions Of Teaching ◽  
Main Message

AbstractThis chapter discusses student perceptions in terms of three psychometric perspectives that dominate contemporary research on teaching quality, namely, Classical Test Theory (CTT), Item Response Theory (IRT) and Generalizability Theory (GT). These perspectives function as being exemplars for the connection between psychometric theories and the different perspectives on “what a perception is” as well as on how and for what purposes student perceptions should be used. The main message of the chapter is that the choice of a psychometric theory is not merely a technical matter, but also has implications for how the nature of perceptions is conceptualized. After presenting and linking each psychometric theory, their strengths and weaknesses in the context of student perceptions of teaching quality and issues on practical implementations are discussed.

scholarly journals KECURANGAN AKADEMIK: FRAUD DIAMOND, PERILAKU TIDAK JUJUR, DAN PERSEPSI MAHASISWA

2020 ◽  
Vol 3 (1) ◽  
pp. 13
Author(s):  
Anggun Putri Ramadhan ◽  
Endang Ruhiyat
Keyword(s):  
Data Processing ◽  
Student Perceptions ◽  
Student Perception ◽  
Individual Student ◽  
Research Approach ◽  
Study Program ◽  
Academic Cheating ◽  
Academic Fraud ◽  
The Individual ◽  
The Right

Academic cheating, especially those committed by students, is a worrying phenomenon that should not occur. Dishonest behavior is one of the factors causing the fraud. Pressure, opportunity and rationalization are other factors that cause students to cheat. The purpose of this study was to determine the analysis of diamond fraud p, dishonest behavior, and student perceptions influence academic cheating, the control variables used were religiosity and technological progress. This research approach is a mix method (mix methods). The object of research is Pamulang University S1 Accounting Study Program in odd semester 2018/2019 with a sample of 142 people. All questions are submitted via Google Drive. For data processing using SPSS version 22. The result of data processing requires diamond fraud to have a significant positive effect on academic fraud. There are 1.5% of students stating academic cheating related to the absence and collusion during exams, this is due to the pressure and ability of more than the individual student. And 3.9% of students are proven to have plagiarism when e-learning and writing papers, this is done because of the often wrong rationalization of unscrupulous students. Person of the student usually justifies what he usually does not accustom the right. Student perceptions and dishonest behavior did not have a significant effect on academic fraud. Keywords:   Fraud diamond; dishonest behavior; student perception; academic cheating

scholarly journals How Assessment in Final Year Project Can Threatening the Validity?

2020 ◽  
Vol 8 (5) ◽  
pp. 277-283
Keyword(s):  
Student Performance ◽  
Validity And Reliability ◽  
Separation Index ◽  
Individual Level ◽  
Halo Effects ◽  
Analysis Group ◽  
Subjective Evaluations ◽  
Separation Ratio ◽  
Level Of Understanding ◽  
The Individual

An undergraduate project evaluation is measured using a rubric assessment. The tendency for the examiner to be biased is high. Otherwise, these subjective evaluations will threaten the validity and reliability of the assessment. Therefore, this study was conducted to investigate the effect of halo in the evaluation of undergraduate projects using analysis software program Multi Facet Rasch Measurement (MFRM) version 3.82.2. The methodology of this study is by using a design approach quantitative form. A total number of 98 students and 43 lecturers who serve as examiners of the Faculty of Electrical and Electronic Engineering of Tun Hussein Onn Malaysia University were involved in this study using purposive sampling. Halo effects were analyzed based on the objective of the study and detected using two methods, as a group and individually. In the analysis group there were four indicators examined (i) A Fixed ChiSquared Test (Fixed) (ii) The trait separation ratio (iii) The trait separation index and (iv) The Reliability of the trait separation index. Meanwhile, in the analysis of individual level was examined by identifying significant bias interactions. From the study, it was found that studies show that there are halo effects at the individual level while halo effects cannot be detected at the group level. The findings of the study are to create that measurement is an important element in interpreting student performance. Although halo effects can be identified individually among examiners. But it does not affect the assessment because it does not exist in the group. Training and coordination need to be done to further develop the same level of understanding to improve student's ability to be translated to actual ability. Quality assessment will produce excellent and valuable human capital in the future

scholarly journals Examining Rater Biases of Peer Assessors in Different Assessment Environments

2021 ◽  
Vol 8 (4) ◽  
pp. 136-151
Author(s):  
Sabahattin YEŞİLÇINAR ◽  
Mehmet ŞATA
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Peer Assessment ◽  
Reliability And Validity ◽  
Central Tendency ◽  
Structured Interviews ◽  
Management Communication ◽  
Individual Level ◽  
Halo Effects ◽  
The Individual

The current study employed many-facet Rasch measurement (MFRM) to explain the rater bias patterns of EFL student teachers (hereafter students) when they rate the teaching performance of their peers in three assessment environments: online, face-to-face, and anonymous. Twenty-four students and two instructors rated 72 micro-teachings performed by senior Turkish students. The performance was assessed using a five-category analytic rubric developed by the researchers (Lesson Presentation, Classroom Management, Communication, Material, and Instructional Feedback). MFRM revealed the severity and leniency biases in all three assessment environments at the group and individual levels, drawing attention to the less occurrence of biases anonymous assessment. The central tendency and halo effects were observed only at the individual level in all three assessment environments, and these errors were similar to each other. Semi-structured interviews with peer raters (n = 24) documented their perspectives about how the anonymous assessment affected the severity, leniency, central tendency, and halo effects. Besides, the findings displayed that hiding the identity of the peers develops the reliability and validity of the measurements performed during peer assessment.

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

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110401
Author(s):  
Rikkert M. van der Lans ◽  
Ridwan Maulana ◽  
Michelle Helms-Lorenz ◽  
Carmen-María Fernández-García ◽  
Seyeoung Chun ◽  
...  
Keyword(s):  
South Africa ◽  
Student Perceptions ◽  
Measurement Invariance ◽  
Teaching Quality ◽  
Partial Credit Model ◽  
Partial Credit ◽  
Item Functioning ◽  
Perceptions Of Teaching ◽  
Sum Scores ◽  
Model Approach

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.

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