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

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