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EB

ONLINE

Cham : Springer International Publishing AG, 2021

1 online resource (274 pages)

ISBN 9783030751500 (electronic bk.)

ISBN 9783030751494

Print version: Rollett, Wolfram Student Feedback on Teaching in Schools Cham : Springer International Publishing AG,c2021 ISBN 9783030751494

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.

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.

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 ---

14 What Can We Learn from Research on Multisource Feedback in Organizations? -- 1 Introduction -- 2 Multisource Feedback -- 2.1 The Multisource Feedback Process.

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 ---

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) ---

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.

14 What Can We Learn from Research on Multisource Feedback in Organizations? -- 1 Introduction -- 2 Multisource Feedback -- 2.1 The Multisource Feedback Process.

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.

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 ---

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 ---

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) ---

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.

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.

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 ---

001895895

express

(Au-PeEL)EBL6699256

(MiAaPQ)EBC6699256

(OCoLC)1264411956