Seeq-De

Abstract

Zusammenfassung. Berichtet wird die Konstruktion und Überprüfung einer deutschsprachigen Adaption des Fragebogens „Student Evaluation of Educational Quality“ (SEEQ) von Marsh (1982 , 2007 ), ein umfassend überprüftes und international etabliertes Instrument zur Erfassung von Studierendenurteilen der Lehrqualität. Es wurde übersetzt, geringfügig erweitert und anhand einer Stichprobe von 76 687 Studierendenurteilen zu 3 660 Lehrveranstaltungen überprüft. Interne Konsistenzen und Intraklassenkorrelationen indizierten eine hohe Messgenauigkeit. Faktorenanalysen bestätigten die im SEEQ unterschiedenen Dimensionen. Neben den Produktfaktoren (Lernzuwachs, Gesamtbeurteilung) ließen sich als Faktoren des Lehrhandelns Engagement, Stoffstrukturierung und -präsentation, Aktivierung der Studierenden, Sozialklima, Stoffbreite, Leistungsbewertung und Aufgaben wie im Originalinstrument unterscheiden. Mit der Adaption wird studentische Beiträge als optionaler Faktor vorgeschlagen. Das Instrument erwies sich als messinvariant über verschiedene Veranstaltungsformen hinweg. Insgesamt legen die Ergebnisse nahe, dass mit der deutschsprachigen Adaption des SEEQ die Qualität hochschulischer Lehre international anschlussfähig und mit hoher Güte erfasst werden kann.

Teaching Quality in Higher Education

“…N = 97 faculty members. *is not an aspect of the original SEEQ but included in its German adaption (SEEQ-DE; Daumiller, Grassinger, et al, 2021) as an additional aspect of teaching quality that matters especially for contexts where student-directed teaching methods are prevalent (such as the higher education context in Germany).…”

“…*is not an aspect of the original SEEQ but included in its German adaption (SEEQ-DE; Daumiller, Grassinger, et al, 2021) as an additional aspect of teaching quality that matters especially for contexts where student-directed teaching methods are prevalent (such as the higher education context in Germany). For student assessments, we used the German adaption of the SEEQ (Marsh, 2007;Daumiller, Grassinger, et al, 2021) to measure learning/value (3 items; ω = .83), overall rating (2 items; r = .76), instructor enthusiasm (3 items; ω = .80), organization/clarity (3 items; ω = .81), group interaction (3 items; ω = .97), individual rapport (3 items; ω = .76), and breadth of coverage (3 items; ω = .76). Due to the study design (involving students rating multiple sessions) we reduced the number of items and did not include examinations/grading and assignments/readings, as these may not apply to all sessions.…”

“…For student assessments, we used the German adaption of the SEEQ (Marsh, 2007; Daumiller, Grassinger, et al, 2021) to measure learning/value (3 items; ω = .83), overall rating (2 items; r = .76), instructor enthusiasm (3 items; ω = .80), organization/clarity (3 items; ω = .81), group interaction (3 items; ω = .97), individual rapport (3 items; ω = .76), and breadth of coverage (3 items; ω = .76). Due to the study design (involving students rating multiple sessions) we reduced the number of items and did not include examinations/grading and assignments/readings, as these may not apply to all sessions.…”

“…To describe teaching quality, this approach encompasses the dimensions of (1) learning/value and (2) overall evaluation, as well as (3) instructor enthusiasm, (4) organization/clarity, (5) group interaction, (6) individual rapport, (7) breadth of coverage, (8) examinations/grading, and (9) assignments/reading. For contexts where student-directed teaching methods are prevalent (such as Germany), another factor may be (10) the quality of student contributions that are facilitated and moderated by the instructor (Daumiller, Grassinger, et al, 2021). Research indicates that these dimensions can be aggregated into an overarching (second order) factor capturing teaching quality as a whole, which is of particular interest to researchers investigating antecedents and consequences of teaching quality at a broader level (Apodaca & Grad, 2005; Burdsal & Harrison, 2008; Rollett et al, 2021).…”

Temporal Dynamics Between Faculty Goals, Burnout/Engagement, and Performance in Teaching and Research: A Latent Change Score Approach

“…To assess teaching quality, we used the validated self-report scale by that asks instructors for self-assessments regarding the aspects of teaching quality distinguished in the German translation of the SEEQ (Students' Evaluations of Educational Quality, the internationally most widely used instrument to assess higher education teaching quality; Marsh, 2007;Daumiller, Grassinger et al, 2021). With reference to all courses that they were teaching, participants rated how well they implemented the respective ten aspects of teaching quality on a Likert-type scale from 1 (very poor) to 8 (very well).…”