scholarly journals Validity and reliability of student perceptions of teaching quality in primary education

2018 ◽  
Vol 30 (1) ◽  
pp. 30-50 ◽  
Author(s):  
Emmelien A. van der Scheer ◽  
Hannah J. E. Bijlsma ◽  
Cees A. W. Glas
Keyword(s):  
Student Perceptions ◽  
Primary Education ◽  
Teaching Quality ◽  
Validity And Reliability ◽  
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.

Designing Worksheet to Guide Primary Education Student on Achieving Scientific Literacy

2019 ◽  
Author(s):  
Adib Rifqi Setiawan ◽  
Sherly Yulidarti
Keyword(s):  
Primary Education ◽  
Scientific Literacy ◽  
Education Student ◽  
Validity And Reliability

This work aims is to gain the validity and reliability of worksheet that designed to guide primary education student on achieving scientific literacy.

scholarly journals Development and Preliminary Validation of Social Media as an Educational and Professional Tool Student Perceptions Scale (SMEPT-SPS)

2021 ◽  
Vol 13 (4) ◽  
pp. 1814
Author(s):  
Samuel López-Carril ◽  
María Huertas González-Serrano ◽  
Ferran Calabuig-Moreno ◽  
Vicente Añó ◽  
Christos Anagnostopoulos
Keyword(s):  
Social Media ◽  
Psychometric Properties ◽  
Student Perceptions ◽  
Professional Learning ◽  
Sports Management ◽  
Validity And Reliability ◽  
Preliminary Validation ◽  
New Instrument ◽  
Management Students ◽  
Professional Tool

Although social media has an increasing presence both in university and sports settings, in the sports-management education context, no instruments (without being focused on one particular social-media platform, e.g., Facebook and Twitter) have been developed and validated that globally allow the academy to explore the perceptions of sports-management students concerning the educational and professional learning potential that these tools offer. Therefore, this research’s main objective is to develop and perform a preliminary validation of the social media as an educational and professional tool student perceptions scale (SMEPT-SPS). This study sample was composed of 90 Spanish undergraduate sports-management students (M = 22.56; SD = 3.55). A multigroup confirmatory factor analysis was performed to examine the psychometric properties of the SMEPT-SPS. The statistical analysis reflects the scale’s three-dimensional nature, explaining 67.87% of the variance and presents adequate psychometric properties (α = 0.87). Nevertheless, further validity and reliability analysis are required to confirm these initial findings with a larger and more representative sample. Considering the foregoing limitation, this research contributes to the literature by providing a new instrument, the SMEPT-SPS, that could help sports-management faculty expand the scope and understanding of social media’s educational and professional potential.

Secondary Student Perceptions of Their Class Activities Regarding Meaningfulness, Challenge, Choice, and Appeal: An Initial Validation Study

2002 ◽  
Vol 13 (4) ◽  
pp. 192-204 ◽  
Author(s):  
Marcia Gentry ◽  
Penny Mork Springer
Keyword(s):  
High School Students ◽  
School Improvement ◽  
General Education ◽  
Student Perceptions ◽  
Gifted Education ◽  
National Sample ◽  
Initial Study ◽  
Classroom Quality ◽  
Validity And Reliability ◽  
School Students

This research reports the results of an initial study in which the instrument Student Perceptions of Classroom Quality was developed and then administered to a sample of students to allow examination of validity and reliability evidence. Accordingly, exploratory factor analysis was used to examine the construct validity of the scores, and internal consistency alpha reliability estimates were calculated for the 4 factors that were derived from the data. Student Perceptions of Classroom Quality, assesses how high school students perceive their class activities concerning meaning-fulness, challenge, choice, and appeal—constructs clearly tied in the literature to motivation and learning and with their roots of practice found in gifted education programming. Validity and reliability evidence from this pilot study were sufficiently strong, and, thus, this line of research will be continued using a larger national sample in a confirmatory study of the revised version of the instrument that resulted from the present research. Ultimately, this instrument has potential value for those engaged in research or school improvement efforts in both general education and gifted education by providing them a means to assess constructs central to learning and classroom climate from the students’ points of view.

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