Student and teacher ratings of instructional quality: Consistency of ratings over time, agreement, and predictive power.
Student and teacher ratings of instructional quality: Consistency of ratings over time, agreement, and predictive power.
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学生和教师对教学质量的评分：随着时间的推移评分的一致性、一致性和预测能力
DOI：
10.1037/edu0000075
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发表时间：
2016
影响因子：
4.9
通讯作者：
Trautwein
中科院分区：
文献类型：
--
作者：
Wagner;Göllner;Schmitz;Trautwein
先前的研究表明，教师和学生对教学质量的评价充其量是中等的，而教学质量的衡量标准和结果（如标准化成绩）之间的联系通常很小，而且在两种观点中都有些混杂。对这些低到中等关联的一种解释是，教师和学生的评分并不会随着时间的推移而完全稳定。本研究采用显性-潜态-特质模型，对中专五年级74个班的学生进行了问卷调查：(a)教师和学生在多个测量时间点上的数学教学质量评价的时间一致性；(b)教师和学生之间就时间一致性评分成分和单一时间点评分达成的协议；(c)一致性评分成分和单一时间点评分对标准化数学成绩测验和数学自我概念的预测能力。在3个月的时间里，用3个测量时间点进行多水平因素分析的结果显示，教师和学生的评分具有中等到高度的时间一致性。此外，教师和学生对课堂管理和目标清晰度的评分在一致性评分组件上的一致性比在单一测量时间点上的评分更高，而在自主性支持方面没有发现这种模式。最后，学生一致性评价分量预测了学生考前调整数学成绩和自我概念。在单个测量时间点上，分级的效应量在质量维度上是不同的。
Prior research has shown that the agreement between teacher and student ratings of instructional quality is, at best, moderate, and the associations between measures of instructional quality and outcomes such as standardized achievement are typically small and somewhat mixed across both perspectives. One explanation for these low-to-moderate associations is the assumption that teacher and student ratings are not perfectly stable over time. By using a manifest-latent state-trait model, the present study investigated the following topics in a sample of 5th-grade students (74 classes) from vocational track schools:(a) the time consistency of teacher and student instructional quality ratings in math lessons over multiple measurement time points;(b) the agreement among teachers and students for time consistent rating components and single time point ratings; and (c) the predictive power of consistent rating components and single time point ratings with regard to a standardized math achievement test, and math self-concept. Results of multilevel factor analyses with 3 measurement time points over a period of 3 months showed a moderate-to-high time consistency for both teacher and student ratings. Furthermore, the agreement among teacher and student ratings regarding classroom management and goal clarity was higher for the consistent rating components than for ratings at single measurement time points, whereas this pattern was not found for support of autonomy. Finally, student consistent rating components predicted students’ pretest adjusted math achievement and self-concept. The effect sizes for ratings at single measurement time points varied within quality dimensions.
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影响因子：
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发表时间：
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期刊：
影响因子：
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