Using student ratings to measure quality of teaching in six European countries

Kyriakidēs, Leōnidas; Creemers, Bert; Panayiotou, Anastasia; Vanlaar, Gudrun; Pfeifer, Michael J.; Cankar, Gašper; McMahon, Léan

doi:10.1080/02619768.2014.882311

Cited by 33 publications

(26 citation statements)

References 34 publications

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“…The result of this research corroborates the results of Irving (2004), who has found that SET at secondary school level is reliable when based on (a) The teachers' commitment to students and their learning, (b) Mathematical pedagogy, (c) Engagement with the curriculum, and (d) Relating mathematics to the real world. The results of this research further concur with those of Kyriakides et al (2014), who have found that SET, which is based on eight factors relating to teacher behaviour: orientation, structuring, questioning, teaching modelling, application, management of time, teacher's role in making the classroom a learning environment, and assessment, is reliable at primary school level.…”

Section: Discussionsupporting

confidence: 90%

The Reliability of Students’ Evaluation of Teaching at Secondary School Level

Ogbonnaya

2019

PEC

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The Student Evaluation of Teaching (SET), although controversial, is a common practice at the higher education level for faculty appraisals and promotions, but seldom at secondary school level. Concerns have been raised as to whether students are informed and experienced enough to evaluate teachers’ teaching practices in a reliable way and arrive at valid outcomes. The purpose of this research was to explore the reliability of students’ evaluations of mathematics teaching at secondary school level. This research involved eight teachers, and 194 Grade 11 students from eight secondary schools in Bojanala District, North West province in South Africa. A SET questionnaire was developed, validated and used for data collection. The data were analysed by calculating the average deviation index of the students’ evaluations of each teacher per item and the Intraclass Correlation Coefficient (ICC) with SPSS. This was done using one-way random effects, absolute agreement and a multiple raters/measurements model. Both the ADI and ICC values showed a high degree of reliability of the SET. Hence, SET at secondary school level may provide a reliable indication of teachers’ educational practices that might be used for the formative assessment of teachers’ instruction. It can also assist in designing teacher training programmes for pre-service teachers and professional development programmes for in-service teachers. Keywords: Average Deviation Index, Intraclass Correlation Coefficient, reliability of SET, secondary school, student evaluation of teaching (SET).

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Section: Discussionsupporting

confidence: 90%

The Reliability of Students’ Evaluation of Teaching at Secondary School Level

Ogbonnaya

2019

PEC

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“…Hence, teachers should assist students to utilize proven strategies and/or develop their own strategies to help them develop mastery and confidence in solving math-related problems (Kyriakides et al, 2014), see the importance of mathematics in their everyday present life and future careers, and cultivate a deeper interest in the subject.…”

Section: Discussionmentioning

confidence: 99%

“…These eight factors are usually measured through student questionnaires. Kyriakides et al (2014) used student questionnaires to measure the teaching of mathematics and science in six European countries (i.e., Belgium/Flanders, Cyprus, Germany, Greece, Ireland, and Slovenia) and found that student ratings are reliable and valid.…”

Section: Classroom Levelmentioning

confidence: 99%

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How do student and classroom characteristics affect attitude toward mathematics? A multivariate multilevel analysis

Kiwanuka

Damme

Noortgate

et al. 2016

School Effectiveness and School Improvement

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This study investigated the effects of student and classroom characteristics on math self-confidence, perceived usefulness, and enjoyment of mathematics as multiple outcomes. A sample of 7th-grade students from 78 classes of 49 schools was studied. The data were collected using, among other instruments, an attitude questionnaire. The results of the multivariate multilevel analysis showed that the variance of the 3 indicators was situated mostly at the student level, and that the indicators correlated strongly at the class level. Higher prior mathematics achievement and positive parental beliefs and attitudes were significant predictors of higher scores across the 3 indicators. Each of the baseline indicators was significantly associated with its corresponding final indicator. At the classroom level, classroom assessment was significantly associated with less endorsement of all 3 indicators, higher levels of classroom modeling with greater endorsement of perceived usefulness of mathematics, and classroom questioning with greater enjoyment of mathematics. ARTICLE HISTORY

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“…"The dynamic model of educational effectiveness" was developed by Creemers and Kyriakides (2008), and has been used to measure teacher performance as perceived by students. Kyriakides et al (2014) argue that secondary students are able to provide valid data on the classroom behavior of their teachers, and recently, studies have explored the validity of student ratings of instructional quality. The construct validity of ninth grade student ratings of instructional quality was investigated by Wagner et al (2013).…”

Section: The Role Of Teacher Education For Obtaining High-quality Teamentioning

confidence: 99%

Teacher specialization and student perceived instructional quality: what are the relationships to student reading achievement?

Johansson

Myrberg

2019

Educ Asse Eval Acc

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At an international level, teachers' work is increasingly circumscribed and regulated. Notions of accountability have shifted from primarily inputs to primary outcomes, and investment in strengthening teacher performance evaluation has expanded. At the same time, investment in enhancing the quality of teacher education programs is contested in many countries. Occupational professionalism, that is, a traditional, historic form characterized by discretionary decision-making, collegial authority, and trust in the practitioner, has been replaced by organizational professionalism that incorporates target-setting and performance review. The overarching question in this study concerns the meaningfulness and appropriateness of using student perceived instructional quality for the estimation of teaching quality in comparison to teacher specialization. The study investigates relations between fourth grade students' reading achievement levels, teacher specialization, and student perceptions of instructional quality, based on the Swedish PIRLS 2011 data. Performing two-level structural modeling with latent variables, this study revealed a positive relationship between teacher specialization relevant for the grade and subject taught, and student reading achievement. By contrast, there was no association between student perceptions of instructional quality and student reading achievement, or between instructional quality and teacher specialization. The results raise questions about the benefit of student evaluations of teacher classroom practices from both a validity perspective, as well as from a teacher professionalization perspective. However, the cross-sectional data used does not allow for causal inference, and further research on the relationships between teacher specialization, student perceived instructional quality, and student achievement is therefore needed.

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Using student ratings to measure quality of teaching in six European countries

Cited by 33 publications

References 34 publications

The Reliability of Students’ Evaluation of Teaching at Secondary School Level

The Reliability of Students’ Evaluation of Teaching at Secondary School Level

How do student and classroom characteristics affect attitude toward mathematics? A multivariate multilevel analysis

Teacher specialization and student perceived instructional quality: what are the relationships to student reading achievement?

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