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

A Bayesian IRT-model approach was used to investigate the validity and reliability of student perceptions of teaching quality. Furthermore, the student perceptions were compared with ratings of teaching quality by external observers. Grade 4 students (n = 675) filled out a questionnaire that was use...

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Bibliographic Details
Published inSchool effectiveness and school improvement Vol. 30; no. 1; pp. 30 - 50
Main Authors van der Scheer, Emmelien A., Bijlsma, Hannah J. E., Glas, Cees A. W.
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.01.2019
Taylor & Francis Ltd
Subjects
Classroom Environment
classroom observations
Classroom Techniques
Comparative Analysis
Correlation
Elementary School Students
Foreign Countries
Goal Orientation
Grade 4
Interrater Reliability
Item Response Theory
Perceptions
Reliability
Scores
Student Attitudes
Student Evaluation of Teacher Performance
Student perceptions
Teacher Effectiveness
Teacher evaluations
Teaching
teaching quality
Validity
Netherlands
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Summary:A Bayesian IRT-model approach was used to investigate the validity and reliability of student perceptions of teaching quality. Furthermore, the student perceptions were compared with ratings of teaching quality by external observers. Grade 4 students (n = 675) filled out a questionnaire that was used to measure their opinions about the lessons of their teachers. Three lessons of 39 teachers were recorded and rated by 4 raters. The analyses showed that student perception and lesson observation scales fit best in an 11-dimensional model, which was an indication of construct validity and discriminant validity. Student perception scales were reliable, although not all items contributed to the scales to the same extent. Student ratings and lesson observations scores generally correlated moderately (ranging from r = .18 to r = .50). Higher correlations were found for scales with a similar content; however, no clear pattern was apparent. Suggestions for future research are presented.
ISSN:0924-3453
1744-5124
DOI:10.1080/09243453.2018.1539015