Using student ratings to measure quality of teaching in six European countries
Kyriakides, Leonidas × Creemers, Bert P. M. Panayiotou, Anastasia Vanlaar, Gudrun Pfeifer, Michael Cankar, Gasper McMahon, Léan #
Carfax Pub. Co.
European Journal of Teacher Education vol:37 issue:2 pages:125-143
This paper argues for the value of using student ratings of teacher behaviour to measure quality of teaching in international studies. In this respect, we present results of an international study designed to test the validity of the dynamic model of educational effectiveness. At classroom level, the dynamic model contains eight factors relating to teacher behaviour: orientation, structuring, questioning, teaching-modelling, application, management of time, teacher role in making classroom a learning environment, and classroom assessment. In each of the six participating countries (i.e., Belgium/Flanders, Cyprus, Germany, Greece, Ireland, and Slovenia) a sample of at least 50 primary schools was drawn and all grade 4 students in these schools (n= 9967) were asked to complete a questionnaire concerning the eight factors of the dynamic model. The results of a generalisability study showed the feasibility of using all the questionnaire items for measuring teachers’ quality of teaching. Structural equation modelling techniques were used to test the construct validity of the student questionnaire. Both across and within country analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors included in the dynamic model. The paper draws implications for research on quality of teaching and teacher education and takes the first steps in the development of a feedback-instrument for teachers.