Measuring teacher regulating activities concerning student learning in secondary education classrooms: Reliability and validity of student perceptions

• Published in: Studies in educational evaluation 2014-12, Vol.43, p.206-213
• Main Authors: van Beek, J.A., de Jong, F.P.C.M., Wubbels, Th, Minnaert, A.E.M.G.
• Format: Article
• Language: English
• Subjects: Inventory reliability and validity; Secondary education; Student perceptions; Teacher regulating activities
• ISSN: 0191-491X; 1879-2529
• DOI: 10.1016/j.stueduc.2014.07.001

•Student perceptions are a reliable and rather valid way to measure teacher practice.•Substantial agreement between student perceptions and observational data.•The PPI measures teacher regulating activities in a reliable and rather valid way. .This article describes the use and validation of the Pedagogical Practices Inventory, which uses student perceptions arranged into five subscales to measure teacher activities concerning the regulation of student learning in secondary education. To determine the reliability and validity of the instrument, an inventory study (N=2128) and a study in which observational data (N=11) and inventory data (N=201) were combined, were carried out. Analysis of the inventory data showed internal subscale reliabilities between .83 and .90, indicating consistency of the PPI subscale scores. Correlations between inventory and observational data showed significant relations for three of the five subscales, indicating that the PPI is suitable to tap teacher regulating activities in classroom contexts.