Students’ Perceptions of Teaching Quality Rating Scale

2018 ◽  
Author(s):  
Richard Göllner ◽  
Wolfgang Wagner ◽  
Jacquelynne S. Eccles ◽  
Ulrich Trautwein
Keyword(s):  
Rating Scale ◽  
Teaching Quality ◽  
Quality Rating ◽  
Perceptions Of Teaching

Drum Pattern Quality Rating Scale

2013 ◽  
Author(s):  
Jan Frühauf ◽  
Reinhard Kopiez ◽  
Friedrich Platz
Keyword(s):  
Rating Scale ◽  
Quality Rating

scholarly journals The Team Formulation Quality Rating Scale (TFQS): development and evaluation

2019 ◽  
pp. 1-8 ◽  
Author(s):  
Sandra Bucci ◽  
Samantha Hartley ◽  
Katherine Knott ◽  
Jessica Raphael ◽  
Katherine Berry
Keyword(s):  
Rating Scale ◽  
Quality Rating

scholarly journals Differential Item Functioning in Students Rating of Teaching Effectiveness Surveys in Higher Education According to Academic Disciplines: Data from a Saudi University

2017 ◽  
Vol 11 (4) ◽  
pp. 770
Author(s):  
Mahmoud AlQuraan ◽  
Ahmed AL Kuwaiti
Keyword(s):  
Higher Education ◽  
Differential Item Functioning ◽  
Teaching Effectiveness ◽  
Rating Scale ◽  
Academic Discipline ◽  
Teaching Quality ◽  
Academic Disciplines ◽  
Scale Model ◽  
Item Functioning ◽  
Teaching In Higher Education

This study explored academic discipline as a source of differential item functioning(DIF) in students’ rating of teaching quality and effectiveness at higher education institutions. Data utilized in this study was collected by Imam Abudalruman Bin Faisal University - KSA. The total number of surveys analyzed for the purpose of this study is 36459 from three colleges: Education, Health, and Engineering. Using Extended Rasch model (Rating Scale Model), the results show that the instrument contains four DIF items. The content of these four items confirm the possibility of considering discipline as a source of DIF items in students evaluation of teaching in higher education. Moreover, the results of the current study show that removing DIF items from the instrument increases construct validity.

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.

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