Do student ratings provide reliable and valid information about teaching quality at the school level? Evaluating measures of science teaching in PISA 2015

Large-scale educational surveys, including PISA, often collect student ratings to assess teaching quality. Because of the sampling design in PISA, student ratings must be aggregated at the school level instead of the classroom level. To what extent does school-level aggregation of student ratings yi...

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Bibliographic Details
Published in:Educational assessment, evaluation and accountability evaluation and accountability, 2020-08, Vol.32 (3), p.275-310
Main Authors: Aditomo, Anindito, Köhler, Carmen
Format: Article
Language:English
Subjects:
Achievement Tests
Assessment
Classroom management
Classroom Techniques
Education
Educational Quality
Foreign Countries
International Assessment
Measurement
Predictive Validity
Rating Scales
Ratings & rankings
Sampling
School Surveys
Schools
Science Instruction
Sciences education
Secondary School Students
Student Evaluation
Student Evaluation of Teacher Performance
Students
Study and teaching
Surveys
Teacher Effectiveness
Teacher evaluations
Teachers
Teachers, Rating of
Teaching
Test Reliability
Test Validity
Testing and Evaluation
Validity
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Summary:Large-scale educational surveys, including PISA, often collect student ratings to assess teaching quality. Because of the sampling design in PISA, student ratings must be aggregated at the school level instead of the classroom level. To what extent does school-level aggregation of student ratings yield reliable and valid measures of teaching quality? We investigate this question for six scales measuring classroom management, emotional support, inquiry-based instruction, teacher-directed instruction, adaptive instruction, and feedback provided by PISA 2015. The sample consisted of 503,146 students from 17,678 schools in 69 countries/regions. Multilevel CFA and SEM were conducted for each scale in each country/region to evaluate school-level reliability (intraclass correlations 1 and 2), factorial validity, and predictive validity. In most countries/regions, school-level reliability was found to be adequate for the classroom management scale, but only low to moderate for the other scales. Examination of factorial and predictive validity indicated that the classroom management, emotional support, adaptive instruction, and teacher-directed instruction scales capture meaningful differences in teaching quality between schools. Meanwhile, the inquiry scale exhibited poor validity in almost all countries/regions. These findings suggest the possibility of using student ratings in PISA to investigate some aspects of school-level teaching quality in most countries/regions.
ISSN:1874-8597
1874-8600
DOI:10.1007/s11092-020-09328-6