The reliability and construct validity of student perceptions of teaching quality
Bibliographic Data
| ID | 22419359 |
|---|---|
| Authors | Hannah J E Bijlsma (0000-0001-8825-0167, Radboud University Nijmegen, corresponding author), Cees A W Glas (0000-0001-6531-5503, University of Twente; Faculty of Behavioural), Adrie J Visscher (0000-0001-8443-9878, University of Twente; Faculty of Behavioural) |
| Year | 2026 |
| Volume | 33 |
| Issue | 3 |
| Pages | 306-328 |
| Publication date | 2026-05-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Assessment in Education: Principles, Policy & Practice (JOURNAL) |
| Journal identifiers | ISSN: 0969-594X • E-ISSN: 1465-329X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0969594x.2026.2677005 |
| OpenAlex | W7163219640 |
| Language | EN |
| Citations received | 1 |
| References cited | 67 |
Student perceptions of teaching quality allow teachers to obtain feedback on their lessons. However, the reliability and validity of student perceptions of teaching quality are subject of scientific debate. In this study, data of 717 students, all aged 14 or 15 years, taught by 26 different mathematic teachers in The Netherlands were analysed to assess the construct validity of student perceptions, using a combined Item Response Theory and Generalizability Theory model. Moreover, the global and local reliability of the scores were investigated. Results support the construct validity of the data. It was also found that the student scores are reliable measures of teaching quality. Reliability is achieved, using a D-study, with a minimum of 5 students conducting 3 separate lesson ratings at different time points. The findings support the use of these perceptions for the rating and teacher development. Limitations of the study and suggestions for future research are presented.
Construct validity · Perception · Validity · Educational Environments and Student Outcomes · Evaluation of Teaching Practices · Teacher Education and Leadership Studies
Visible Learning
Generalizability Theory
One lesson is all you need? Stability of instructional quality across lessons
Toward a Knowledge Base for School Learning
Full-Information Item Factor Analysis
Generic dimensions of teaching quality
A Rasch Model for Partial Credit Scoring
State of the art – teacher effectiveness and professional learning
Educational effectiveness research (EER)
Teaching Effectiveness Research in the Past Decade
Quality of teaching in four European countries
Teacher Quality and Student Achievement
Measurement reliability and agreement in psychiatry
A Generalized Partial Credit Model
Who is the expert? Construct and criteria validity of student and teacher ratings of instruction
Student ratings of teaching quality in primary school
Assessment and Classroom Learning
A Time-Varying Dynamic Partial Credit Model to Analyze Polytomous and Multivariate Time Series Data
The use of secondary school student ratings of their teacher’s skillfulness for low-stake assessment and high-stake evaluation
A Coefficient of Agreement for Nominal Scales
Making students' evaluations of teaching effectiveness effective
The effect of changes in published secondary school admissions on pupil composition
Language and cultural factors in students' perceptions of teacher communication style
Coefficient alpha and the internal structure of tests
Unskilled and unaware of it
Conceptualization, Measurement, and Improvement of Classroom Processes
When Rater Reliability Is Not Enough
Validity of psychological assessment
The Power of Feedback
Construct validity in psychological tests
Consensus in interpersonal perception
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |