Titlebook: Student Feedback on Teaching in Schools; Using Student Percep Wolfram Rollett,Hannah Bijlsma,Sebastian Röhl Book‘‘‘‘‘‘‘‘ 2021 The Editor(s)

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978-3-030-75152-4The Editor(s) (if applicable) and The Author(s) 2021

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The Process Model of Student Feedback on Teaching (SFT): A Theoretical Framework and Introductory Rve instrument for the developmental use of teachers and teaching. Beyond that, various studies show that the productive use of this method is a very complex process in which a variety of aspects must be considered. As an introduction to this volume, this chapter presents a model based on findings fr

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A Reflection on Student Perceptions of Teaching Quality from Three Psychometric Perspectives: CCT, I, Classical Test Theory (CTT), Item Response Theory (IRT) and Generalizability Theory (GT). These perspectives function as being exemplars for the connection between psychometric theories and the different perspectives on “what a perception is” as well as on how and for what purposes student percept

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Student Perceptions of Teaching Quality: Dimensionality and Halo Effectsbetween different theoretically postulated teaching quality dimensions; other analyses point to a single unified factor in student perceptions of teaching quality, seemingly reflecting a “general impression” instead of a differentiated judgment. At the same time, findings from research on social jud

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The Quality of Student Perception Questionnaires: A Systematic Reviewreliable measurements when using a student perception questionnaire (SPQ) is not self-evident. Many authors have pointed to issues that need to be taken into account when developing, selecting, and using an SPQ in order to generate valid and reliable scores. In this study, 22 SPQs that met the inclu

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Understanding (Dis)Agreement in Student Ratings of Teaching and the Quality of the Learning Environmicators from these surveys (e.g., school or classroom averages) are reliable and correlate with important climate indicators and with student outcomes. However, we know less about whether within-classroom or within-school variation in student survey responses may contain additional information about

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Student Ratings of Teaching Quality Dimensions: Empirical Findings and Future Directionsons of student ratings of teaching quality based on theoretical considerations regarding the teaching quality concept. Research reveals that the validity of student ratings differs depending on the aspect of teaching quality being rated (i.e., classroom management, cognitive activation, or student s

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