Abstract Evaluating the quality of classroom teaching is a complex task. Alongside observation tools and value-added student attainment measures, there is growing international interest in the potential of student perception surveys (SPS), which gather data about teaching practices from whole classes of first-hand observers. This paper reports on the refinement and trial of an existing SPS (available from the Colorado Education Initiative) to make it specific to the teaching of modern languages. Using both student (n=1370) and teacher (n=41) surveys, and follow-up interviews with Heads of Department (n=6), the paper investigates students’ classroom experiences of French lessons across fourteen secondary schools. The SPS_ML was was found to have high levels of internal reliability and provided data that correlated with a range of other known measures of effective teaching. Three distinct, languages-specific factors emerged from a factor analysis, which is interpreted as strong support for a subject-specific approach to developing measures of effective teaching. The three development areas suggested by the data relate to 1) the teachers’ responsiveness to the needs and interests of their students; 2) the motivation and engagement of students in language lessons; and 3) the extent to which students are encouraged to adopt strategic approaches to language tasks.

中文翻译：

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衡量有效教学：学生对英国现代语言课程的看法

摘要 课堂教学质量评价是一项复杂的任务。除了观察工具和增值学生成绩衡量之外，国际上对学生感知调查 (SPS) 的潜力越来越感兴趣，该调查从全班第一手观察员那里收集有关教学实践的数据。本文报告了对现有 SPS（可从 Colorado Education Initiative 获得）的改进和试验，使其专门用于现代语言的教学。通过对学生 (n=1370) 和教师 (n=41) 的调查，以及与部门负责人 (n=6) 的后续访谈，本文调查了 14 所中学学生在法语课上的课堂体验。发现 SPS_ML 具有高水平的内部可靠性，并提供与一系列其他已知有效教学措施相关的数据。因子分析中出现了三个不同的、特定于语言的因素，这被解释为对制定有效教学措施的特定学科方法的有力支持。数据建议的三个发展领域涉及：1) 教师对学生需求和兴趣的反应；2) 学生在语言课上的积极性和参与度；3) 鼓励学生对语言任务采取战略性方法的程度。这被解释为对制定有效教学措施的特定学科方法的大力支持。数据建议的三个发展领域涉及：1) 教师对学生需求和兴趣的反应；2) 学生在语言课上的积极性和参与度；3) 鼓励学生对语言任务采取战略性方法的程度。这被解释为对制定有效教学措施的特定学科方法的大力支持。数据建议的三个发展领域涉及：1) 教师对学生需求和兴趣的反应；2) 学生在语言课上的积极性和参与度；3) 鼓励学生对语言任务采取战略性方法的程度。