Investigating the Amount of Occasion Specificity in Student Ratings of Teaching Quality

Autor/inn/en	Praetorius, Anna-Katherine; Lenske, Gerlinde; Dickhäuser, Oliver; Drexler, Katharina
Titel	Investigating the Amount of Occasion Specificity in Student Ratings of Teaching Quality
Quelle	(2016), (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Evaluation of Teacher Performance; Classroom Techniques; Individualized Instruction; Secondary School Students; Context Effect; Cognitive Processes; Difficulty Level + Suchen Sie Ihr Suchwort? Klassenführung; Individualisierender Unterricht; Sekundarschüler; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad
Abstract	One advantage of using student ratings over observer ratings in measuring teaching quality is seen in the extended observation period they are based on (usually the school year so far). However, it has rarely been investigated to what degree student ratings are nevertheless influenced by occasion-specific characteristics; this is thus the aim of the present study. Teaching quality was rated three times by 606 students from 30 classrooms regarding three dimensions (classroom management, personal learning support, cognitive activation). Data was analyzed using generalizability theory. The analyses indicated that the dimensions differ in the amount of occasion-specificity. For measuring personal learning support, one measurement point was sufficient, whereas for classroom management and cognitive activation at least two measurement points were necessary. (ERIC).
Anmerkungen	AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01