Who sees what? Conceptual considerations on the measurement of teaching quality from different perspectives
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Who sees what? Conceptual considerations on the measurement of teaching quality from different perspectives. / Fauth, Benjamin; Göllner, Richard; Lenske, Gerlinde et al.
In: Zeitschrift fur Padagogik (Beiheft), Vol. 66, 2020, p. 138-155.Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Who sees what?
T2 - Conceptual considerations on the measurement of teaching quality from different perspectives
AU - Fauth, Benjamin
AU - Göllner, Richard
AU - Lenske, Gerlinde
AU - Praetorius, Anna Katharina
AU - Wagner, Wolfgang
PY - 2020
Y1 - 2020
N2 - One puzzling finding in education research is that teachers, students, and external observers agree only marginally on their ratings of teaching quality. In this theoretical contribution, we summarize and reappraise previous findings on agreement between different raters of teaching quality. We explain these findings by thoroughly examining the instruments that have been used to measure teaching quality. Building on this, we propose a reference perspective matrix, which should be useful in explaining perspective-specific rating mechanisms behind responses to certain survey or Observation items. The reference perspective matrix could thus afford a theoretical foundation for future studies on the assessment of teaching quality.
AB - One puzzling finding in education research is that teachers, students, and external observers agree only marginally on their ratings of teaching quality. In this theoretical contribution, we summarize and reappraise previous findings on agreement between different raters of teaching quality. We explain these findings by thoroughly examining the instruments that have been used to measure teaching quality. Building on this, we propose a reference perspective matrix, which should be useful in explaining perspective-specific rating mechanisms behind responses to certain survey or Observation items. The reference perspective matrix could thus afford a theoretical foundation for future studies on the assessment of teaching quality.
KW - Agreement
KW - Classroom Management
KW - Measurement
KW - Teaching Quality
KW - Validity
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85094681049&partnerID=8YFLogxK
M3 - Journal articles
AN - SCOPUS:85094681049
VL - 66
SP - 138
EP - 155
JO - Zeitschrift für Pädagogik / Beiheft
JF - Zeitschrift für Pädagogik / Beiheft
SN - 0514-2717
ER -