Abstract
AbstractStudent perceptions of teaching quality have become increasingly important for measuring teaching effectiveness and can be used for the subsequent improvement of teachers’ teaching. However, measuring teaching quality through student perceptions reliably and validly and the subsequent improvement is not guaranteed. On the one hand, students’ teaching quality data are influenced by many characteristics of the students, classes and measurement instruments, and on the other hand, teachers’ use of the feedback data is influenced by factors such as personality, context and data characteristics. This chapter, therefore, provides important insights into measuring teacher effectiveness through student perceptions, risks and opportunities of using these teaching quality perceptions and the effective use of student feedback data for the development of teaching and teachers.
Publisher
Springer International Publishing
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