Primary school students' ratings of teaching - do they differentiate between subjects and teachers?

Our study aims to provide empirical evidence for and against the valid use of primary school students' ratings of three generic dimensions of teaching quality (classroom management, supportive climate, cognitive activation). We examine whether students discriminate between corresponding dimensi...

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Published inSchool effectiveness and school improvement Vol. 35; no. 4; pp. 486 - 505
Main Authors Rieser, Svenja, Naumann, Alexander
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 01.10.2024
Taylor & Francis Ltd
Subjects
Classroom Techniques
Educational Quality
Elementary school students
Elementary Schools
Factor Analysis
Inferences
multilevel CFA
primary school
Quality of education
School effectiveness
Student ratings of teaching
Teacher Effectiveness
Teacher evaluations
teaching quality
Online AccessGet full text
ISSN0924-3453
1744-5124
DOI10.1080/09243453.2024.2396942

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Abstract Our study aims to provide empirical evidence for and against the valid use of primary school students' ratings of three generic dimensions of teaching quality (classroom management, supportive climate, cognitive activation). We examine whether students discriminate between corresponding dimensions in different subjects, taking into account whether these subjects are taught by the same or different teachers. Using data from the German Trends in International Mathematics and Science Study 2015 assessment of 3,853 fourth graders (M age  = 8.8 years, 195 classes), we conduct multilevel-multigroup confirmatory factor analysis. The results suggest that students only differentiate between subjects when taught by different teachers. The findings also imply that valid inferences from student assessments may be affected by students' experiences with multiple teachers.
AbstractList Our study aims to provide empirical evidence for and against the valid use of primary school students’ ratings of three generic dimensions of teaching quality (classroom management, supportive climate, cognitive activation). We examine whether students discriminate between corresponding dimensions in different subjects, taking into account whether these subjects are taught by the same or different teachers. Using data from the German Trends in International Mathematics and Science Study 2015 assessment of 3,853 fourth graders (Mage = 8.8 years, 195 classes), we conduct multilevel-multigroup confirmatory factor analysis. The results suggest that students only differentiate between subjects when taught by different teachers. The findings also imply that valid inferences from student assessments may be affected by students’ experiences with multiple teachers.
Our study aims to provide empirical evidence for and against the valid use of primary school students' ratings of three generic dimensions of teaching quality (classroom management, supportive climate, cognitive activation). We examine whether students discriminate between corresponding dimensions in different subjects, taking into account whether these subjects are taught by the same or different teachers. Using data from the German Trends in International Mathematics and Science Study 2015 assessment of 3,853 fourth graders (M age  = 8.8 years, 195 classes), we conduct multilevel-multigroup confirmatory factor analysis. The results suggest that students only differentiate between subjects when taught by different teachers. The findings also imply that valid inferences from student assessments may be affected by students' experiences with multiple teachers.
Author Rieser, Svenja
Naumann, Alexander
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Snippet Our study aims to provide empirical evidence for and against the valid use of primary school students' ratings of three generic dimensions of teaching quality...
Our study aims to provide empirical evidence for and against the valid use of primary school students’ ratings of three generic dimensions of teaching quality...
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SubjectTerms Classroom Techniques
Educational Quality
Elementary school students
Elementary Schools
Factor Analysis
Inferences
multilevel CFA
primary school
Quality of education
School effectiveness
Student ratings of teaching
Teacher Effectiveness
Teacher evaluations
teaching quality
Title Primary school students' ratings of teaching - do they differentiate between subjects and teachers?
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