What Can Student Perception Surveys Tell Us About Teaching? Empirically Testing the Underlying Structure of the Tripod Student Perception Survey

Wallace, Tanner LeBaron; Kelcey, Benjamin; Ruzek, Erik

doi:10.3102/0002831216671864

Cited by 120 publications

(97 citation statements)

References 63 publications

(92 reference statements)

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“…Student ratings of teacher behavior assess the typical teacher performance along the course, and have been proposed as an accepted method to evaluate teaching methods (Wagner et al, 2013; OECD, 2014; Wallace et al, 2016). Usually, teacher observation assesses just one or more days of class behaviors, where the teacher might strive to teach as “good as possible,” but we are aware that this observational information might help to grasp a bigger picture of the classroom.…”

Section: Discussionmentioning

confidence: 99%

Teaching Quality in Math Class: The Development of a Scale and the Analysis of Its Relationship with Engagement and Achievement

2017

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Math achievement and engagement declines in secondary education; therefore, educators are faced with the challenge of engaging students to avoid school failure. Within self-determination theory, we address the need to assess comprehensively student perceptions of teaching quality that predict engagement and achievement. In study one we tested, in a sample of 548 high school students, a preliminary version of a scale to assess nine factors: teaching for relevance, acknowledge negative feelings, participation encouragement, controlling language, optimal challenge, focus on the process, class structure, positive feedback, and caring. In the second study, we analyzed the scale’s reliability and validity in a sample of 1555 high school students. The scale showed evidence of reliability, and with regard to criterion validity, at the classroom level, teaching quality was a predictor of behavioral engagement, and higher grades were observed in classes where students, as a whole, displayed more behavioral engagement. At the within level, behavioral engagement was associated with achievement. We not only provide a reliable and valid method to assess teaching quality, but also a method to design interventions, these could be designed based on the scale items to encourage students to persist and display more engagement on school duties, which in turn bolsters student achievement.

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Section: Discussionmentioning

confidence: 99%

Teaching Quality in Math Class: The Development of a Scale and the Analysis of Its Relationship with Engagement and Achievement

2017

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“…With regard to psychometric properties, Ferguson (2012) notes that the Tripod was developed through consultation with educators and item analyses were conducted on subscales. Although the Tripod is theoretically established and hypothesized to have two overarching constructs, academic press (i.e., rigor) and support (Ferguson, 2010), several studies of MET data have yielded differing factor structures in the secondary grades (e.g., Kuhfled, 2017;Wallace, Kelcey, & Ruzek, 2016). The present study examined the seven scales individually using either the overall mean score for each scale averaged across all student respondents or the coefficient of variation calculated across all student responses.…”

Section: Tripod 7cs Student Perceptions Surveymentioning

confidence: 99%

Converging on quality: Examining multiple measures of teaching effectiveness

Sandilos

Sims

Norwalk

et al. 2019

Journal of School Psychology

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The present study explores the convergent and predictive validity for several widely used measures of teaching quality from the Measures of Effective Teaching Project (Bill and Melinda Gates Foundation, 2009-2011). Specifically, the Classroom Assessment Scoring System (CLASS; Pianta, Hamre, & Mintz, 2012), the Framework for Teaching (FFT; Danielson Group, 2013), and the Tripod Student Perceptions Scale (Tripod; Ferguson, 2008) were examined. Correlations among measures were assessed by developmental level and content area (elementary mathematics N = 70; elementary English language arts N = 101; middle school mathematics N = 291, middle school English language arts N = 280). Both average scores and score variability (i.e., coefficient of variation) for the CLASS, FFT, and Tripod were used to predict value-added models (VAM), a high-stakes measure of students' academic growth. For elementary mathematics and ELA, findings indicated the CLASS and FFT exhibited moderate convergent validity while divergent validity was found between the Tripod and the CLASS and FFT. Across content areas in middle school grades, the CLASS, FFT, and Tripod exhibited moderate to high-moderate convergent validity. Average student and observer scores were positively related to VAM scores, whereas variability in scores demonstrated negative relations to VAM scores. Implications of findings for teacher evaluation and professional development are discussed. For decades, practitioners, researchers, and policy makers have endeavored to generate measures that capture "effective teaching" (Stronge, Ward, & Grant, 2011). Teachers have the potential to play a pivotal role in the academic and social-emotional development of their students (Pianta, 1999), yet education research indicates there is considerable variation in the quality of instruction students receive within and across classrooms (Chetty, Friedman, & Rockoff, 2011; Cohen & Goldhaber, 2016; Cohen, Ruzek, & Sandilos, 2018). In the United States, evaluation of effective teaching has propelled forward with the adoption of federal policies that provide incentives based on teacher qualifications and student achievement, such as the Teacher Incentive Fund (Heyburn, Lewis, & Ritter, 2010) and Race to the Top (U.S. Department of Education, 2009). More recently, the Every Student Succeeds Act (ESSA, 2015) stipulated that teacher evaluation systems should include multiple measures of teacher effectiveness that inform instructional planning and professional growth opportunities, underscoring the value of accumulating convergent and predictive psychometric evidence for various measures of instructional quality. Despite increased national attention, consensus about how to best measure teacher effectiveness has yet to be established

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“…Perceived similarity led to improved student–teacher relationships, which led to increased motivation. There are some exceptions of studies that use a more comprehensive measure of relationships (e.g., Kirk, Lewis, Brown, Karibo, & Park, 2016; Murray & Zvoch, 2011; Wallace, Kelcey, & Ruzek, 2016). Even then, however, the conceptual representation of quality relationships is fairly limited.…”

Section: Introductionmentioning

confidence: 99%

Effects of developmental relationships with teachers on middle‐school students’ motivation and performance

Scales

Boekel

Pekel

et al. 2020

Psychology in the Schools

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We examined how middle‐school students’ motivation, belonging, school climate, and grade point average (GPA) are affected by students experiencing developmental relationships—those that go beyond teachers being caring (e.g., showing warmth to students) and providing challenge (e.g., high expectations) to also include teachers providing support, sharing power, and expanding students’ sense of possibilities. We also examined variations in those associations by student socioeconomic status (SES). The study included 534 diverse Grades 6–8 students (51% female, 46% non‐White, 33% eligible for free and reduced price meals). Structural equation modeling and regressions showed that students with better developmental relationships with their teachers had better outcomes. Developmental relationships strongly predicted academic motivation at both the beginning and end of the school year, and also directly predicted students’ sense of belonging and school climate. Relationships indirectly predicted GPA, through motivation. Student–teacher relationship quality for low‐SES students was lower and declined more than for other students. The results both reflect current literature in showing the importance of strong student–teacher relationships, and extend it in showing the worsening relationships quality for low‐income students, and in suggesting that strengthening multiple facets of student–teacher developmental relationships may have important effects on motivation and achievement of middle‐school students.

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What Can Student Perception Surveys Tell Us About Teaching? Empirically Testing the Underlying Structure of the Tripod Student Perception Survey

Cited by 120 publications

References 63 publications

Teaching Quality in Math Class: The Development of a Scale and the Analysis of Its Relationship with Engagement and Achievement

Teaching Quality in Math Class: The Development of a Scale and the Analysis of Its Relationship with Engagement and Achievement

Converging on quality: Examining multiple measures of teaching effectiveness

Effects of developmental relationships with teachers on middle‐school students’ motivation and performance

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