ABSTRACT

Comparing teachers’ self-assessment to classes’ assessment of quality of teaching can offer insights for educational research and be a valuable resource for teachers’ continuous professional development. However, the quality of teaching needs to be measured in the same way across perspectives for this comparison to be meaningful. We used data from 622 teachers self-assessing aspects of quality of teaching and of their classes (12229 students) assessing the same aspects. Perspectives were compared with measurement invariance analyses. Teachers and classes agreed on the average level of instructional clarity, and disagreed over teacher-student relationship and performance monitoring, suggesting that mean differences across perspectives may not be as consistent as the literature claims. Results showed a nonuniform measurement bias for only one item of instructional clarity, while measurement of the other aspects was directly comparable. We conclude the viability of comparing teachers’ and classes’ perspectives of aspects of quality of teaching.

摘要

将教师的自我评估与班级对教学质量的评估进行比较，可以为教育研究提供见解，并为教师的持续专业发展提供宝贵的资源。但是，要使这种比较有意义，就需要从各个角度以相同的方式来衡量教学质量。我们使用了来自622名教师的自我评估方面的数据，评估了他们和他们班级（12229名学生）在同一方面的质量。将视角与测量不变性分析进行比较。老师和班级在教学水平的平均水平上达成了共识，并在师生关系和绩效监控方面存在分歧，表明不同观点之间的均值差异可能不如文献所声称的那样一致。结果表明，只有一项教学清晰性存在不均匀的测量偏差，而其他方面的测量则具有直接的可比性。我们得出结论，比较教师和班级在教学质量方面的观点是可行的。