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Student Feedback on Teaching in Schools : Using Student Perceptions for the Development of Teaching and Teachers.

Bibliographic Details
Main Author: Rollett, Wolfram.
Other Authors: Bijlsma, Hannah., Röhl, Sebastian.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2021.
Edition:1st ed.
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • Student Feedback on Teaching in Schools
  • Foreword
  • Contents
  • Editors and Contributors
  • 1 The Process Model of Student Feedback on Teaching (SFT): A Theoretical Framework and Introductory Remarks
  • 1 Student Feedback in Schools
  • 2 Using Student Perceptions of Teaching for the Development of Teaching and Teachers-The Process Model of Student Feedback on Teaching (SFT)
  • 3 Overview of the Volume
  • References
  • Part I Measuring Student Perceptions of Teaching: Reliability, Validity, and Theoretical Considerations
  • 2 A Reflection on Student Perceptions of Teaching Quality from Three Psychometric Perspectives: CCT, IRT and GT
  • 1 Introduction
  • 2 Classical Test Theory
  • 2.1 The CTT Model
  • 2.2 An Example of CTT in Practice
  • 2.3 Advantages and Limitations of the CTT Approach
  • 3 Item Response Theory
  • 3.1 Item Response Theory (IRT) Model(s)
  • 3.2 IRT in Research on Student Perceptions
  • 3.3 Advantages and Limitations of IRT Models
  • 4 Generalizability Theory
  • 4.1 A Practical Example Using GT and Student Ratings
  • 4.2 Advantages and Limitations of Generalizability Theory
  • 5 Discussion
  • 6 Putting it all Together
  • References
  • 3 Student Perceptions of Teaching Quality: Dimensionality and Halo Effects
  • 1 Introduction
  • 1.1 Dimensionality of Student Ratings on Teaching Quality
  • 1.2 Possible Explanations for Halo Effects in Student Ratings
  • 2 Empirical Part: Explaining Halo Effects in Student Ratings of Teaching Quality Through Students' Perception of Teachers' Communion and Interest in the Subject Being Taught
  • 2.1 Methods and Sample
  • 2.2 Findings
  • 3 Discussion
  • References
  • 4 The Quality of Student Perception Questionnaires: A Systematic Review
  • 1 Introduction
  • 2 The Evaluation Framework
  • 2.1 Evaluation Standard 1-The Theoretical Basis of the Questionnaire.
  • 2.2 Evaluation Standard 2-Quality of the Questionnaires
  • 2.3 Evaluation Standard 3-The Quality of the Manual
  • 2.4 Evaluation Standard 4-Norms
  • 2.5 Evaluation Standard 5-Reliability
  • 2.6 Evaluation Standard 6-Construct Validity
  • 2.7 Evaluation Standard 7-Criterion Validity
  • 2.8 Possible SPQ Assessment Purposes
  • 3 Method
  • 3.1 Inclusion and Exclusion Criteria for Questionnaires
  • 3.2 Search Strategy
  • 3.3 Description of the SPQ
  • 3.4 Evaluation Procedure
  • 3.5 Evaluation Framework
  • 3.6 Analysis
  • 4 Results
  • 4.1 General Information
  • 4.2 Evaluation Results
  • 5 Conclusion, Discussion, and Next Steps
  • 5.1 What Was Learned
  • 5.2 Limitations of the Study
  • 5.3 Next Steps
  • Appendix: Search Terms
  • References
  • 5 A Probabilistic Model for Feedback on Teachers' Instructional Effectiveness: Its Potential and the Challenge of Combining Multiple Perspectives
  • 1 Introduction
  • 2 Background Theory and Definitions of Central Concepts
  • 2.1 Instructional Effectiveness
  • 2.2 Improvement
  • 2.3 Actionable Feedback
  • 3 Prior Research on the Disagreement Between Classroom Observation and Student Questionnaires
  • 4 Studying Evidence of Agreement and Disagreement Between Questionnaires and Classroom Observation Instruments
  • 5 Discussion and Conclusion
  • 5.1 Potential Implication Teacher Evaluation in Schools
  • 5.2 What to Do Next?
  • References
  • 6 Understanding (Dis)Agreement in Student Ratings of Teaching and the Quality of the Learning Environment
  • 1 Introduction
  • 2 Student Surveys, Teaching, and the Learning Environment
  • 3 Psychological Climate, Organizational Climate, and Student Surveys
  • 4 Reporting Survey Results: Common Practices and Opportunities for Improvement
  • 4.1 An Example Case of Within-Classroom Variability.
  • 5 School and Classroom Factors Associated with Variation in Student Perceptions of Teaching Quality
  • 5.1 Measurement Error
  • 5.2 Differential Expectations and Teacher Treatment
  • 5.3 Diversity of Student Needs and Expectations
  • 5.4 Diversity of Student Backgrounds, Experiences, Cultural Values, and Norms
  • 5.5 Teacher Characteristics
  • 6 Conclusion
  • References
  • 7 Student Ratings of Teaching Quality Dimensions: Empirical Findings and Future Directions
  • 1 Introduction
  • 2 The Concept of Teaching Quality
  • 3 Why Should Student Ratings Be Used to Assess Teaching Quality?
  • 4 Future Directions for the Use of Students' Ratings
  • 4.1 Complexity and Comprehensibility
  • 4.2 Framing
  • 4.3 The Idiosyncratic Nature of Student Ratings
  • 5 Closing Remarks
  • References
  • Part II Using Student Feedback for the Development of Teaching and Teachers
  • 8 Functions and Success Conditions of Student Feedback in the Development of Teaching and Teachers
  • 1 Introduction
  • 2 Feedback, Evaluation, Assessment, and Rating-A Conceptual Delimitation
  • 3 Why Student Feedback Is Important
  • 4 Developing Teaching and Teachers with Student Feedback
  • 4.1 Development of Teaching
  • 4.2 Democratization of Schools
  • 4.3 Improving Teachers' Satisfaction and Health
  • 5 Success Conditions of Student Feedback
  • 6 Conclusion
  • References
  • 9 Effects of Student Feedback on Teaching and Classes: An Overview and Meta-Analysis of Intervention Studies
  • 1 Introduction
  • 2 Self-Reported Effects of Student Feedback on Teachers
  • 3 A Meta-Analysis of Longitudinal Studies on the Teaching-Related Effects of Student Feedback Interventions
  • 3.1 Measures and Methods
  • 3.2 Characteristics of Included Studies
  • 3.3 Results of the Meta-Analysis
  • 4 Conclusion and Discussion
  • References
  • 10 Relevant Conditions for Teachers' Use of Student Feedback.
  • 1 Introduction
  • 2 What Are Relevant Conditions for Teachers' Use of Student Feedback?
  • 2.1 Teachers as Feedback Recipients And Data Users: Relevant Individual Characteristics
  • 2.2 School: Relevant Organizational Characteristics
  • 2.3 Feedback Message as Data: Relevant Feedback Characteristics
  • 3 Conclusion and Outlook on Future Practice and Research
  • References
  • 11 Student Feedback as a Source for Reflection in Practical Phases of Teacher Education
  • 1 The Relevance and Validity of Students' Perceptions
  • 2 Empirical Results on Student Feedback for Reflection on Teaching in Teacher Education
  • 2.1 Systematic Settings and Measurement Problems
  • 2.2 Constructive Feedback for Instructional Development
  • 2.3 Summary
  • 3 Studies in Germany and Switzerland
  • 3.1 Concept and Main Findings of the ScRiPS-Study (Germany)
  • 3.2 Concept and Main Findings of the Study SelFreflex (Switzerland)
  • 4 Discussion and Conclusions
  • References
  • 12 Reciprocal Student-Teacher Feedback: Effects on Perceived Quality of Cooperation and Teacher Health
  • 1 Introduction
  • 1.1 Feedback Frequency
  • 1.2 Interpersonal Facets of Feedback
  • 1.3 Cooperation-A Basic Ingredient for Lesson Quality
  • 2 A Feedback Technique for Iterative Feedback About Student-Teacher Cooperation
  • 3 Own Empirical Study
  • 3.1 Procedure
  • 3.2 Measures
  • 3.3 Results
  • 4 Discussion
  • References
  • Part III Relating to Other Fields of Research
  • 13 Student Voice and Student Feedback: How Critical Pragmatism Can Reframe Research and Practice
  • 1 Introduction
  • 2 Situating the Chapter
  • 3 Reframing the Role of Student Voice Research
  • 4 Critical Pragmatism as a Way Forward
  • 5 Conclusion
  • References
  • 14 What Can We Learn from Research on Multisource Feedback in Organizations?
  • 1 Introduction
  • 2 Multisource Feedback
  • 2.1 The Multisource Feedback Process.
  • 2.2 Using Multisource Feedback for Leader Development
  • 2.3 Characteristics of Multisource Feedback
  • 3 Reliability and Validity of Multisource Feedback
  • 3.1 Validity Factors in Multisource Feedback
  • 3.2 Self-other Rating Agreement in Multisource Feedback
  • 4 Recommendations for Facilitating Multisource Feedback
  • 5 Why Multisource Feedback Processes Fail
  • 6 The Transferability of Multisource Feedback Research to Student-to-Teacher Feedback in Schools
  • References
  • 15 Lessons Learned from Research on Student Evaluation of Teaching in Higher Education
  • 1 Introduction
  • 2 SET Are an Invalid Measure of Faculty Teaching Effectiveness
  • 2.1 There Is No Widely Accepted Definition of Effective Teaching
  • 2.2 Students Do Not Learn More from More Highly Rated Professors
  • 2.3 SET Are Influenced by Many Teaching Effectiveness Irrelevant Factors
  • 3 SET Are Influenced by Student Preference Factors (SPFs) Whose Consideration Violates Human Rights Legislation
  • 3.1 Attractiveness/Hotness
  • 3.2 Accent/Ethnicity/Nationality
  • 3.3 Gender
  • 4 SET Are Influenced by Chocolates, Course Easiness, and Other Incentives
  • 4.1 Course Difficulty
  • 4.2 Chocolates and Cookies
  • 5 SET Findings Vary with Conflict of Interest
  • 6 Discussion
  • References
  • Part IV Discussion and Future Directions
  • 16 Student Feedback on Teaching in Schools: Current State of Research and Future Perspectives
  • 1 Introduction
  • 2 Validity of Student Perceptions of Teaching Quality and Characteristics of Survey Instruments
  • 3 Student and Teacher Characteristics Influencing the Feedback Process
  • 4 Organizational Context of the Evaluation and the Presentation of Feedback Information to Stakeholders
  • 5 Concluding Remarks
  • References.

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