Martin Daumiller, Stefan Janke, Julia Hein, Raven Rinas, Oliver Dickhäuser, Markus Dresel
{"title":"Teaching Quality in Higher Education","authors":"Martin Daumiller, Stefan Janke, Julia Hein, Raven Rinas, Oliver Dickhäuser, Markus Dresel","doi":"10.1027/1015-5759/a000700","DOIUrl":null,"url":null,"abstract":"Abstract: Teaching quality is a crucial factor within higher education. Research on this topic often requires assessing teaching quality as a global construct through self-reports. However, such instruments are criticized due to the lack of alignment between teacher and student reports of instructional practices. We argue that while teachers might over- or under-estimate specific dimensions of teaching quality, the aggregation of these dimensions in the form of overarching teaching quality well reflects differences in teaching quality between teachers. Accordingly, we test a ten-item measure that allows faculty to self-report their teaching quality based on the aspects distinguished in the SEEQ ( Marsh, 1982 , 2007 ). Using 15,503 student assessments of teaching quality in 889 sessions taught by 97 faculty members, we conducted Doubly Latent Multi Level Modelling while considering bias and unfairness variables to model overarching teaching quality assessed by students, and simultaneously corrected for measurement error and potential distortions through the assessment situation. This global factor of teaching quality was strongly associated with teacher self-reported teaching quality (ρ = .74), which we interpret as evidence that global teacher reports of teaching quality can serve as sensible indicators of overarching teaching quality for nomothetic research in higher education.","PeriodicalId":48018,"journal":{"name":"European Journal of Psychological Assessment","volume":null,"pages":null},"PeriodicalIF":3.2000,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Psychological Assessment","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1027/1015-5759/a000700","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, APPLIED","Score":null,"Total":0}
引用次数: 6
Abstract
Abstract: Teaching quality is a crucial factor within higher education. Research on this topic often requires assessing teaching quality as a global construct through self-reports. However, such instruments are criticized due to the lack of alignment between teacher and student reports of instructional practices. We argue that while teachers might over- or under-estimate specific dimensions of teaching quality, the aggregation of these dimensions in the form of overarching teaching quality well reflects differences in teaching quality between teachers. Accordingly, we test a ten-item measure that allows faculty to self-report their teaching quality based on the aspects distinguished in the SEEQ ( Marsh, 1982 , 2007 ). Using 15,503 student assessments of teaching quality in 889 sessions taught by 97 faculty members, we conducted Doubly Latent Multi Level Modelling while considering bias and unfairness variables to model overarching teaching quality assessed by students, and simultaneously corrected for measurement error and potential distortions through the assessment situation. This global factor of teaching quality was strongly associated with teacher self-reported teaching quality (ρ = .74), which we interpret as evidence that global teacher reports of teaching quality can serve as sensible indicators of overarching teaching quality for nomothetic research in higher education.
期刊介绍:
The main purpose of the EJPA is to present important articles which provide seminal information on both theoretical and applied developments in this field. Articles reporting the construction of new measures or an advancement of an existing measure are given priority. The journal is directed to practitioners as well as to academicians: The conviction of its editors is that the discipline of psychological assessment should, necessarily and firmly, be attached to the roots of psychological science, while going deeply into all the consequences of its applied, practice-oriented development.