Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes |
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| Institution: | 1. IDeA Research Center, Frankfurt/Main, Germany;2. Department of Psychology, Goethe-University, Frankfurt/Main, Germany;3. German Institute for International Educational Research (DIPF), Frankfurt/Main, Germany;1. IPN – Leibniz Institute for Science and Mathematics Education at the University of Kiel, Department of Biology Education, Olshausenstr. 62, 24118 Kiel, Germany;2. University of Nottingham, Learning Sciences Research Institute, School of Education, Jubilee Campus, Wollaton Road, Nottingham NG8 1BB, UK;3. TUM School of Education, Technische Universität München, Fachdidaktik Life Sciences, Schellingstr. 33, 80799 München, Germany;1. Institute for Educational Quality Improvement (IQB), Humboldt-Universität zu Berlin, Unter den Linden 6, D-10099 Berlin, Germany;2. German Institute for International Educational Research (DIPF), Schloßstraße 29, D-60486 Frankfurt am Main, Germany;3. Institute for Psychology, Faculty of Mathematics and Natural Sciences II, Humboldt-Universität zu Berlin, Unter den Linden 6, D-10099 Berlin, Germany;1. Pontificia Universidad Católica de Chile, School of Psychology, MIDE UC, Av. Vicuña Mackenna 4860, Macul, Santiago, Chile;2. German Institute for International Educational Research, Center for Research on Educational Quality and Evaluation, Schloßstraße 29, D-60486 Frankfurt am Main, Germany;1. Department of Education, University of Cyprus, Nicosia, Cyprus;2. DIPF | Leibniz Institute for Research and Information in Education, Rostocker Str. 6, 60323 Frankfurt am Main, Germany;3. University of Oxford, Oxford, UK;4. Department of Education, University of Cyprus, P. O. Box 20537, 1678, Nicosia, Cyprus |
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| Abstract: | The contribution examines theoretical foundations, factorial structure, and predictive power of student ratings of teaching quality. Three basic dimensions of teaching quality have previously been described: classroom management, cognitive activation, and supportive climate. However, student ratings, especially those provided by primary school students, have been criticised for being biased by factors such as teacher popularity. The present study examines ratings of teaching quality and science learning among third graders. Results of multilevel confirmatory factor analyses (N = 1556 students, 89 classes) indicate that the three-dimensional model of teaching quality can be replicated in ratings of third graders. In a longitudinal study (N = 1070 students, 54 classes), we found ratings of classroom management to predict student achievement, and ratings of cognitive activation and supportive climate to predict students' development of subject-related interest after teacher popularity is controlled for. The analyses show that student ratings can be useful measures of teaching quality in primary school. |
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| Keywords: | Teaching quality Student ratings Primary school Validity Teacher popularity |
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