Using students' feedback for teacher education: measurement invariance across pre-service teacher-rated and student-rated aspects of quality of teaching. Issue 4 (19th May 2019)

• Record Type: Journal Article
• Authors: Krammer, Georg; Pflanzl, Barbara; Mayr, Johannes
• Is Part Of: Assessment & evaluation in higher education. Volume 44:Issue 4(2019)
• Page Start: 596
• Page End: 609
• Publication Date: 2019-05-19
• Subjects: quality of teaching -- teacher education -- multilevel structural equation model -- measurement invariance -- LDK; Education, Higher -- Evaluation -- Periodicals; 378
• DOI: 10.1080/02602938.2018.1525338
• Languages: English
• ISSNs: 0260-2938

Abstract

Abstract: Comparing self-perceived quality of teaching to students' perception can be used in higher education to improve the quality of teaching of pre-service teachers in teacher education. However, comparing these measurements from different perspectives is only meaningful if the same constructs are being measured. To shed light on this comparison's meaningfulness, we scrutinised whether aspects of quality of teaching are measured in the same way across pre-service teachers and their students by means of measurement invariance analyses. To do so, 272 pre-service teachers in teacher education rated aspects of their quality of teaching, and were rated by their 4851 students. Measurement invariance across these perspectives was tested in multilevel structural equation models. Strong measurement invariance held for two aspects of quality of teaching; for the third, one item lacked weak measurement invariance. Pre-service teachers perceived their quality of teaching lower than their students. In conclusion, aspects of quality of teaching can be compared across perspectives, and teacher education should encourage pre-service teachers to use students' feedback as a valuable resource for improving their quality of teaching.