Once good teaching, always good teaching? The differential stability of student perceptions of teaching quality

2018 ◽  
Vol 30 (2) ◽  
pp. 159-182 ◽  
Author(s):  
Holger Gaertner ◽  
Martin Brunner
Keyword(s):  
Student Perceptions ◽  
Teaching Quality ◽  
Good Teaching ◽  
Differential Stability ◽  
Perceptions Of Teaching

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 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 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.

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 Analysis of Teaching Reform of Tourism Management Major in Colleges and Universities under "Internet+"

2021 ◽  
Vol 4 (10) ◽  
pp. 210
Author(s):  
Ying Zhang
Keyword(s):  
Information Technology ◽  
Teaching Methods ◽  
Rapid Development ◽  
Teaching Quality ◽  
Colleges And Universities ◽  
Good Teaching ◽  
Teaching Reform ◽  
Tourism Management ◽  
Analysis Of Teaching

With the rapid development of information technology, information education has been realized in all stages of education and teaching in our country, and it has very good teaching effects. This article discusses and analyzes the current situation of the teaching of tourism management in colleges and universities under the environment of “Internet +” from multiple angles, and proposes some reform measures for teaching methods in response to the problems reflected, aiming to better improve the teaching quality of tourism management in colleges and universities .

Sign in / Sign up

Export Citation Format

Share Document