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 contributionsJournal articlesResearchpeer-review

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@article{e9a0b8648ab24e8a9d1c9515378ba151,
title = "Who sees what?: Conceptual considerations on the measurement of teaching quality from different perspectives",
abstract = "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.",
keywords = "Agreement, Classroom Management, Measurement, Teaching Quality, Validity, Educational science",
author = "Benjamin Fauth and Richard G{\"o}llner and Gerlinde Lenske and Praetorius, {Anna Katharina} and Wolfgang Wagner",
year = "2020",
language = "English",
volume = "66",
pages = "138--155",
journal = "Zeitschrift fur Padagogik (Beiheft)",
issn = "0514-2717",
publisher = "Beltz Juventa Verlag",

}

RIS

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 fur Padagogik (Beiheft)

JF - Zeitschrift fur Padagogik (Beiheft)

SN - 0514-2717

ER -